WIDENING PARTICIPATION STRATEGY
2006-2010
1.
INTRODUCTION
1.1
This strategy sets out how Queen Mary, University of London will
demonstrate its commitment to Widening Participation in the period 2006-10.
The strategy identifies clear objectives, priority work areas and target groups
and explains how the objectives will be achieved.
1.2
The strategy should be read in the context of Queen Mary’s overall strategic
plan as an academic institution, and its strategic objectives. The 2006-2010
strategic plan can be seen at www.qmul.ac.uk/about/collegeinfo/. This sets out
the unique characteristics of Queen Mary as
(i)
an institution that operates on a global scale, with a clear commitment
to international excellence, but also with a strong commitment to the
diverse communities in its east London, City of London and Islington
locations.
(ii)
an institution committed to research excellence and a belief that this
must underpin all academic and knowledge transfer endeavours, but
with an equal belief that research is inextricably linked to and
supportive of the teaching of students in a collegial, diverse,
welcoming and uniquely stimulating environment.
1.3
Queen Mary’s widening participation and student recruitment strategies are
aimed at maintaining the balance between these two aspects, as we believe that
this leads to the diversity of our student body and contributes to the lively,
stimulating and welcoming intellectual environment offered by the College.
1.4
An essential principle of the widening participation strategy is that academic
departments and schools across Queen Mary have different approaches and
needs with regard to widening participation and student recruitment more
generally. It is intended as an enabling strategy that will ensure that Queen
Mary meets its overall widening participation and recruitment objectives, but
does so in a way that is sensitive to the needs of different parts of the College.
2.
WIDENING PARTICIPATION IN THE CONTEXT OF QUEEN
MARY’S OVERALL INSTITUTIONAL OBJECTIVES
2.1
Key objective one in Queen Mary’s 2006-10 Strategic Plan is to “create an
outstandingly stimulating and innovative high quality teaching and learning
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environment, which supports the excellence we expect from our staff and
students, while building on the diversity and collegiality we value as core
aspects of life at Queen Mary”.
2.2
A supporting action for this objective is “maintaining the quality and diversity
of our student body through excellent recruitment and access activities”. The
widening participation strategy will support and enhance this important
element of diversity.
2.3
The College Strategic Plan also sets out the following priorities for this area of
activity, which are reflected in the widening participation strategy:
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integrate our widening participation and our overall student recruitment
strategies more thoroughly to ensure that we balance appropriately our
desire to recruit well qualified students and contribute to Government
widening participation targets
review our widening participation strategy and develop a new one more
reflective of individual subject area needs
put the focus of our widening participation activities more firmly on
supporting academic achievement amongst under-represented groups
keep our bursaries policies under review to ensure that they support our
strategic recruitment objectives
over this period, build on our already strong network of partnerships with
schools and colleges in the London and Thames Gateway region and subregion and develop and implement a strategy for Queen Mary’s
contribution to the ‘educational capital’ of the region in consultation with
our partners
extend our widening participation activities to urban centres outside
London
review our admissions processes on a continual basis to ensure that they
are efficient, effective and fair
2.4
Queen Mary has a strong record of working in partnership with schools and
colleges in east and north London, and this will be enhanced through its role in
developing and supporting a City Academy in Hackney and by the proposed
co-sponsorship of a new City Academy in Havering that will specialise in
science and mathematics. Both initiatives involve working closely with young
people in target widening participation groups.
2.5
The College continues to demonstrate its commitment to widening
participation through its position as lead institution in the London East
Thames Gateway Aimhigher partnership and London Region Excellence Hub,
which supports work with gifted and talented young people from
disadvantaged backgrounds.
3
OBJECTIVES OF THE WIDENING PARTICIPATION STRATEGY
3.1
The objectives of Queen Mary’s widening participation strategy are
(i)
to encourage students from target groups to apply to Queen Mary
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(ii)
(iii)
(iv)
3.2
to support these students through the application and admission
process and to ensure that their applications are assessed fairly to
identify whether they are appropriately qualified to succeed in the
relevant degree programme, or the Science and Engineering
Foundation Programme prior to a degree programme
to support them educationally and pastorally during their studies at
Queen Mary to achieve the best possible academic results
to improve their employability when they graduate.
They will be achieved by addressing the four phases of the student ‘life-cycle’,
which map on to the four objectives:
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phase 1: pre application
phase 2: during application and admission
phase 3: during the period of study at Queen Mary
phase 4: after graduation and into employment.
3.3
Success will be measured by setting clear targets. Queen Mary already has an
excellent record of widening participation. It consistently meets and exceeds
the HEFCE defined widening participation benchmarks and the higher, more
ambitious targets set out by the College in its Access Agreement with the
Office for Fair Access. Details of the targets identified in the Access
Agreement are attached as Appendix 1.
3.4
The widening participation strategy is designed to maintain these high
standards in the context of the introduction of variable tuition fees in 2006,
which may have provided a significant disincentive to students from socially
disadvantaged backgrounds. The work programme described in section 6 will
ensure that widening participation objectives are met by:
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improving the quality of our widening participation activities
achieving greater integration in activities provided centrally in the College
and by academic departments
encouraging all departments to engage in widening participation in ways
that reflect the character, identity and academic objectives of that
department.
ensuring that central activities respond better to department needs
increasing the profile and understanding of widening participation
throughout the institution
responding to specific needs of under-represented groups
4.
DEFINITIONS AND TARGET GROUPS
4.1
The chief criterion for admission to Queen Mary is the academic ability of the
student, judged on the best evidence available including qualifications and
school recommendations. Through its widening participation strategy, Queen
Mary will select the most able and committed students from a wide range of
backgrounds and will seek to expand appropriately the range of qualifications
accepted for admission.
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4.2
Widening participation means raising the aspirations of students who have the
ability to benefit from what Queen Mary has to offer, recognising that ability
and providing support to ensure that students who have the potential to do so
succeed through the student life cycle at the College. Our strategy therefore
goes further than simply bringing students into the institution, and extends
through their time with us and beyond.
4.3
Widening participation does not mean admitting students whose academic
background indicates that they would not be able to benefit from Queen
Mary’s degree programmes and other educational offerings.
4.4
Queen Mary’s Access Agreement identifies the following three key target
groups that are currently underrepresented in higher education. Increasing the
number of students from these target groups is the main focus of the widening
participation strategy.
(i)
(ii)
(iii)
4.5
students from lower socio-economic groups (defined as National
Statistics Socio–Economic Classification groups 4-7)
students from neighbourhoods with low rates of participation in higher
education
state school entrants.
These groups reflect the three main target cohorts identified by HEFCE in its
guidelines on targeting work with disadvantaged learners. However, Queen
Mary recognises that there are other groups that are significantly
underrepresentated in higher education, and will seek to increase the number of
students from two other main target cohorts:
(i)
(ii)
looked after children and care leavers
disabled students
4.6
Although the students themselves are the target of our activities, many aspects
of our work will be aimed at those who influence, advise and otherwise support
students, especially teachers, careers advisors and parents.
5
ENSURING AN INTEGRATED APPROACH TO WIDENING
PARTICIPATION
5.1
Given the number of activities, funding streams and partners involved in
widening participation, there is a need to ensure an integrated approach. The
central widening participation team, under the direction of the Head of
Outreach and Widening Participation, is therefore incorporated into the
Education Liaison and Access team that has integrated responsibility for both
widening participation and educational liaison activities.
5.2
In order to plan resourcing and engage departments, an annual plan of
widening participation activities will be produced at the beginning of each
academic year. This will be discussed with departments to allow time to
arrange for staffing and other resources. The plans will contain details of the
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type of activities that will be delivered, the aims of these activities and the
target cohorts. Good evaluation requires reflection on the aims and objectives
of a project, and these must be made clear before the project starts.
5.3
Each department or school will inform the Head of Outreach and Widening
Participation of the names of the staff responsible for admissions and widening
participation. This will improve communications through a contacts database
that can be used by departments and the central team.
5.4
Cross communication between departments and the central widening
participation team will be achieved through a Widening Participation
Operational Forum, convened by the Head of Outreach and Widening
Participation and attended by staff responsible for the delivery of widening
participation activities. The operational forum will be a way for departments to
share best practice and come together to discuss ideas and issues and plan for
the future. It will also be the tool to ensure that everyone is working to clear
and shared objectives. It provide an opportunity for departments to feed into
central activities in a coherent and constructive manner.
6.
WIDENING PARTICIPATION WORK PROGRAME
6.1
The objectives of the widening participation strategy will be achieved through
four strands of work that reflect the student “life cycle”. Work in all these
areas will be carried out both by departments and by the central widening
participation team. Any risk of duplication will be resolved through the
widening participation operational forum.
6.2
Throughout all these strands Queen Mary will seek to provide effective
support structures for disabled students, and we will publicise clearly the
support that is available. We will ensure that all pre-university and open days
are inclusive for disabled students, and that disabled students are given access
to a Disability Officer when they are at Queen Mary.
6.2
Strand 1: pre higher education
6.2.1
This strand will focus on raising student achievement, aspirations and
decision-making. It has a special emphasis on supporting student academic
achievement and attainment. Work will be focused mainly, though not
exclusively, in the east and north London boroughs covered by the London
East Thames Gateway and North London Aimhigher partnerships.
6.2.2 Activities in this area will include an evening revision programme, a Year 10
and Year 12 masterclass programme, physics practical sessions, a summer
school programme for Year 9-12 students and a schools visit programme for
primary and secondary school students. Activities will be curriculum-related
and targeted to ensure that participants are academically stretched but do not
feel ‘out of their depth’.
6.2.3 Aspirations are raised if young people experience good quality learning
environments. Activities will be held in an environment that is clean,
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comfortable and well equipped. Staff involved in delivering activities will be
knowledgeable and motivational.
6.2.4 Queen Mary is an institution rich in research and innovation and ways in
which this strength can be harnessed in terms of widening participation will be
explored. Departments will be encouraged to develop new and innovative
subject specific activities, supported by staff and funding from the central
widening participation team.
6.2.5 Queen Mary will continue to develop and deliver pre entry activities as an
active partner in the London East Thames Gateway and North London
Aimhigher partnerships. We will in particular seek to work with the
Aimhigher partnerships to develop and engage in activities aimed at increasing
admissions from the target groups of looked-after children and care leavers
and disabled students.
6.3
Strand 2: application and admission
6.3.1 Queen Mary’s admissions policy is based on principles of equality and
diversity and the belief that students should have equality of access to learning
based on their ability and regardless of background and status including socioeconomic group or age.
6.3.2 Queen Mary is committed to ensuring that no student is disadvantaged by the
applications procedure. It is recognised that students from widening
participation target groups may need more support in making informed
decisions in their higher education choices. Queen Mary has staff members
who are experienced in providing advice on applications and admissions and
who work to support students with their applications.
6.3.3 Departments will be encouraged to review methods of selection on a regular
basis. These methods should be formalised and shared within departments to
ensure consistency in the event of a staff change. They will also be shared via
the central team with other departments and schools.
6.3.4 Some departments and schools implement an interview stage of admissions
and this will be encouraged in order to allow students from widening
participation target groups to demonstrate their potential.
6.3.5 Staff development activities focussing on admissions and incorporating
widening participation will be developed. This will include training on the
range of entry qualifications that students may present at admissions stage, and
will incorporate new developments in the 14-19 curriculum such as the
introduction of the 14-19 Diplomas.
6.3.6 We will continue to utilise the Advice and Counselling Service to refer
students that have potential barriers to study at admission stage.
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6.3.7 We will evaluate, review and improve the information provided to applicants
and students about Queen Mary’s courses and entry requirements so they are
able to understand exactly what they will be studying.
6.3.8 We will ensure that ensure that fair consideration is given to mature students
who do not apply with common qualifications.
6.3.9 Through its Science and Engineering Foundation Programme Queen Mary will
continue to offer alternative routes to science and engineering courses for
applicants who do not meet normal entry requirements. The foundation
programme will offer an alternative progression route for students to study
degree courses in Biological and Chemical Sciences, Engineering and
Materials Science, Environmental Science, Mathematical Sciences, Physics,
Electronic Engineering and Computer Science.
6.3.10 Queen Mary will also offer a two-year foundation degree in Crime Scene and
Forensic Investigation, an innovative programme that prepares students for a
career as a civilian crime scene practitioner. This course is delivered in
partnership with the Metropolitan Police Forensic Service and City and
Islington College, and it is the only one of its kind in the UK and Europe. The
course accepts a wide range of entry qualifications, and it provides a unique
higher education progression opportunity for students interested in this area of
science.
6.4
Strand 3: retention
6.4.1 Research suggests that methods to improve retention of the category of
students targeted by this strategy are similar to those used to improve retention
generally. However, students from widening participation backgrounds
sometimes have to overcome more barriers while studying.
6.4.2 The Queen Mary Learning and Teaching strategy discusses supporting staff in
maintaining support structures for a diverse range of students. This is seen as
of particular importance to widening participation students. Departments will
develop ways in which retention can be improved and feedback will be shared
at the Operational Forum.
6.4.3 Queen Mary’s Peer Assisted Study Support scheme (PASS) will continue to
support new students. At PASS sessions first year undergraduates will be
given the opportunity to explore their problems with higher-year students
(mentors) in a friendly, informal environment, to help them settle in to
university life, their department and their studies. The scheme will be
coordinated through the central widening participation team.
6.2.4 Additional support for students will be provided through extra mathematical
tutorials for first year undergraduate students who have been identified by
their departments as needing to develop their mathematical skills, and through
a lunchtime Drop-in Study Centre that will offer free and impartial advice in
mathematics, chemistry, physics, biology and statistics.
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6.4.5
The Advice and Guidance Service offers a range of services, and these will be
publicised clearly. We will identify any additional needs of students for
retention and meet those needs as appropriate.
6.5
Strand 4: employability
6.5.1 There is a need to respond to the employability agenda on both a departmental
and College-wide basis. Skills and Employability comprises one key aim of
the Learning and Teaching Strategy. Objectives for this aim relate to the
embedding of key skills, employability and innovation in curricula; the
provision of Personal Development Planning tools and the development of
skills of critical reflection.
6.5.2 The area of employability continues to raise issues surrounding the difficulty
in collecting substantial data from students once they have left University.
Queen Mary will continue to explore ways in which employment outcomes for
students from the widening participation cohort can be identified and analysed.
This is considered the priority area upon which evaluation and agreement on
future actions will be based.
6.5.3
We will explore ways in which valid data on employability can be gathered
and used to evaluate associated activities with specific focus on those from the
widening participation cohort. We will raise awareness and encourage use of
employability projects and services within the College, both based in
departments and College-wide.
6.5.4 We will provide support to students to advise them on how they should
conduct themselves at application, interview and employment stages to
increase their chances of being successful in gaining employment and
promotion.
6.5.5 We will share practices relating to employability across the College and
continue awareness of nationwide initiatives.
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WIDENING PARTICIPATION STRATEGY 2006-2010
Appendix 1: Access Agreement Widening Participation targets 2008- 2011
Target Group
2008/9
2009/10
2010/11
State School
Students
84.8%
84.8%
84.8%
Socio-Economic
IV-VII
35.1%
35.1%
35.1%
4.1%
4.1%
Low Participation
4.1%
Neighbourhood
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