Access Agreement 2013-14
CONTENTS
Page
Introduction
1. Fees
3
2. Expenditure on additional access and retention measures
3
3. Additional access measures
6
3.1 Outreach and aspiration raising
6
3.2 Collaborative outreach
7
4. First-Generation Scholars Scheme
8
4.1 Financial support
8
4.2 Transition, retention, employability support
8
5. National Scholarship Programme (NSP)
9
6. Targets and milestones
10
7. Monitoring and evaluation arrangements
11
8. Provision of information to prospective students
12
9. Consulting with students
12
10. Equality and diversity
12
Appendix 1: Widening Participation Performance Indicators
Appendix 2a: Equalities Overview
Appendix 2b: Analysis of Equalities data
1
INTRODUCTION
Celebrating its 51st year, the University of Sussex was the first of the universities created in
the 1960s from the vision of the socially responsive leaders of the day, who believed that
expanding opportunity in higher education, creating and sharing knowledge at the cutting
edge of disciplines, breaking down social and academic barriers and applying knowledge to
the real world issues, was the way in which our country and wider society grow. This is a
vision that holds true today and which underpins our Access Agreement. We remain
committed to our founding principles of inclusivity and will continue to attract and support
talented students, irrespective of their personal or financial background, and will become an
exemplar of widening access to higher education. Our First-Generation Scholars Scheme
captures the outreach, retention and outcomes elements of our access agreement in a
coherent and easily-communicated scheme.
Summary of our First-Generation Scholars scheme
Open to all with parents who have not graduated from university, other members of
the family for example brothers or sisters may have progressed to higher education.
Package includes skills support for transition into university and retention as well as
support for three years after graduation, with a view to progressing to a professional
graduate-level job.
In addition excellent financial support for all those with family income of less than
£42,600. This standard support package comprises a £2000 rent reduction on campus
for year one and a £1000 cash bursary for each year of study
Care leavers will receive an enhanced package of £3000 per year
National Scholarship Programme (NSP)
In 2013/14 Sussex has been allocated 233 NSP awards by government, and the University has
committed to more than triple the number of NSP awards, with a commitment that we will
fund all first year students meeting the NSP criteria, an estimated 720 students per year. We
have embedded the NSP awards within our First Generation Scholarship Scheme. We believe
this approach simplifies and guarantees a clear and generous first year support package to
our incoming students at the point of offer.
2
Fees
The standard Home and EU undergraduate fee will be £9000 in 2013/14. The University is
committed to re-investing additional fee income, equating to £8.1 million in an extensive
programme of widening access activities through the First-Generation Scholars Scheme, for all
UK and EU students who qualify for UK government loans to support their undergraduate
study. This document provides details of the generous package of support available from
Sussex.
The current fee for a full year spent on placement or studying abroad which attracts academic
credit (sandwich year) is £4500. However, in future this may be changed subject to
government legislation. All applicants should check the University website, www.sussex.ac.uk,
for up-to-date information at the time of entry.
1. Expenditure on additional access and retention measures
Self-assessment of the University’s widening participation performance
Our OFFA Steering Group reviewed the widening participation indicators and benchmarks for
the 2009-2010 and our own data for 2010-2011 (bench marks were not available prior to the
OFFA deadline). As expected there was little change in past performance which was not
surprising given that the additional OFFA investment started on a small scale for 2011-2012
with the first significant increase planned for 2012-2013. Benchmark data was released in early
July and a further analysis is provided in the table below.
Entry from state schools
and colleges
Entry from low
participation
neighbourhoods
Entry from lower socioeconomic groups
Disabled entrants
Care leavers
Retention
86.8 %, for 2010-2011 whilst a decrease from 88% in 2009-2010
compared to location-adjusted-benchmark producing a ranking of 2/123
amongst English HEIs (HE PI T1a 2010/11)
5.8%, 56/123 amongst English HEIs based on difference from locationadjusted-benchmark score. Amongst English 1994 & Russell Group HEIs
Sussex ranks 10/33 for location-adjusted-benchmark-score. (HE PI T1a
2010/11)
The number of students entering from lower socio-economic groups
increased from 19.3% in 2009-2010 to 20.8 in 2010-2011, a rise of 1.5%.
High by national comparisons: 6.6% of Sussex UGs in receipt of DSA vs
benchmark of 4.8% and national norm of 5.4% (HE PI T7 2010-11). 11%
of Sussex students overall with a flagged disability vs national norm of
8%.
Holders of Frank Buttle foundation kite mark status for 3 years.
All our non-continuation following year of entry measures are better
than benchmark with continuation level of 1% higher for young
entrants(3.6 % v 4.6%) and 3% for mature entrants with no previous HE
qualifications (10.0% v 13.9%). Sussex is ranked 17th and 8th respectively
out of the 33 English Russell & 1994 Group members for these measures
(HE PI T3b & T3C 2010/11).
3
Based on this review and assessment of performance, our post-2013 priorities must include:
The need to invest heavily in additional outreach activity to raise our recruitment of
students from lower NS-SEC groups. This needs to have a particular focus on building
long-term links via work with 11-16 schools, to build aspirations and support qualification
choices before GCSE-level commitments are made.
The importance of maintaining our current excellent performance at student retention , in
particular for target WP groups – which has led us to give careful consideration to the issue of
retaining retention-related means-tested bursaries (see section below).
The need to support employment outcomes for WP groups. In conducting our data
review we note that, with the onset of the latest recession, the rate at which our 2009
graduates from lower NS-SEC groups had moved directly into graduate level jobs fell from
49% to 41% having hitherto level-pegged with other social groups. Employment progress
for higher NS-SEC groups was unaffected. Although we are encouraged to see some
recovery for 2010 leavers (when the proportion of the lower NS-SEC group going directly
into employment rose again to 44%), there is a clear message about the relative fragility of
employment outcomes for students whose backgrounds are weaker in terms of ‘social
capital’. Our plans explicitly address this issue.
The main elements of the First-Generation Scholars Scheme 1 are:
Outreach and aspiration-raising activity:
£1.6 million
We will increase our outreach work with both 11-16 and post-16 age groups via an expanded
Schools & Colleges Partnership Programme, which provides advice and guidance around GCSE
choices, mentoring support by Sussex students to raise achievement, and summer schools.
Financial support for low-income students:
£4.4 million
The financial offer within our First Generation Scholars Scheme will be attractive to students from
disadvantaged backgrounds, and will help low-income students (<£42,600) to remain on course.
Eligible students in the Brighton and Sussex Medical School will also participate in the scheme.
o First Year and Foundation year: a £1000 cash bursary, plus choice of £2000 rent reduction or
£2000 fee waiver if not resident in University accommodation;
1
Figures quoted relate to steady-state investment and includes NSP funding.
4
o Foundation Year students progressing into the first year, who were eligible for the scheme
as Foundation students, will receive the same funding in their first year at Sussex;
o Subsequent years: a £1000 cash bursary support for each year of study;
o Care Leavers: £3000 in cash per annum.
o Initial teacher training: £600 per annum.
In addition the University plans to create a Student Support Fund of £200,000 targeted
specifically at students from the lowest income families to ensure their retention and
progression in subsequent years. This is in part in response to the reduction in Access to
Learning Funds but also in recognition of the financial challenges students face.
Retention and support for improved outcomes:
£2.1 million
We will offer First Generation Scholars a menu of options to help with their academic and skillsdevelopment progress, including study skills, careers and leadership coaching; funded work
placements, work-study and graduate internship opportunities.
In order to assess progress we have set the following targets:
Entrants from:
2009/10 baseline
NS-SEC groups 4-8
19.3%
Low participation neighbourhoods
6.4%
State schools
88%
5-year target
25%
7.5%
90%
Performance will be overseen by University Council and progress against our targets will be
monitored by our Performance Committee. Management oversight will be led by the Pro-ViceChancellor (Teaching & Learning) and Director of Student Services, advised by the Offa Steering
Group whose membership includes both academic staff and student representatives.
Our priorities for 2013/14 include:
The continuing commitment is to making significant investment in additional outreach
activity. Much of this outreach work will facilitate access to a broad range of Higher
Education Institutions and will have a particular focus on building long-term links through
work with 11-16 schools, to build aspirations and support qualification choices before GCSElevel commitments are made.
Maintaining our current excellent performance at student retention, in particular for target
WP groups – which has led us to give careful consideration to the issue of retaining retentionrelated means-tested bursaries.
Supporting employment outcomes for WP groups. There is clear evidence relating to the
relative fragility of employment outcomes for students from WP backgrounds, and our plans
explicitly address this issue in order to improve access to the professions.
5
Additional access measures
3.1 Outreach and aspiration raising
The university is expanding its network of school and college partners. We are targeting schools
and colleges that had previously worked with Aimhigher Sussex and those that were part of our
London-based Sussex Educational Access Scheme. The schools and colleges have been identified
using a range of indices: those institutions with low progression to HE, location in communities
with low HE or post-compulsory education participation rates, and schools with higher than
average numbers of pupils in receipt of FSM. The work with schools in London and Croydon will
enable us to reach more pupils from BME backgrounds, and to encourage them to consider
applying to universities outside their local community. The engagement that we expect to have
with our full partner schools will be both broad and deep, including outreach, curriculum
development input and staff development. The University’s outreach programme currently
starts in Year 9 to link with GCSE option choices and will support pupils through to year 13.
The programme is based around three themes:
Informed choices - supporting pupils and parents in making choices about courses,
institutions and careers.
Developing skills and raising attainment - supporting pupils and students in developing
the skills necessary for them to succeed in school, college and university, including direct
interventions to support attainment at key transitions and in key subjects.
Personal development and motivation - developing transferable skills to help in
education and employment. Supporting pupils to understand what motivates them and
how to stay motivated.
Participants will be offered a range of activities including campus tours, taster sessions and IAG
delivered in their school or college. The widening participation team is working closely with
academic schools within the University to develop a range of subject-specific activities. We also
involve current students as ambassadors, tutors and mentors. We are piloting programmes
linked to particularly selective courses, for example running a non-residential English Summer
School for year 12s. The Aiming for Law programme is designed to support access to a course
leading on to a professional career. Brightmed is designed to support students interested in
pursuing a career in medicine with engagement with pupils from year 9.
The university is running two residential summer schools, one targeted at year 10 and one at
year 12. The year 10 summer school is focused on giving pupils an insight into student life,
whilst the year 12 is subject-specific and will support students making applications to a broad
range of institutions.
6
3.2 Collaborative outreach
The University is exploring different models of collaborative working that will complement our
outreach activities in London and the South-East. We are working with local partner HEIs to
sustain the best aspects of collaborative Aimhigher activity, for example through the Southern
Region Widening Participation Practitioners’ Network.
The University shares a collaborative outreach project with the University of Brighton, based in
the Brighton and Sussex Medical School (BSMS). BrightMed, which is the outreach programme
of BSMS, recruits 50 Year 8 pupils each year from local state schools and who have no family
background in higher education, and continues on to Year 13. The project aims to contribute
towards increased diversity in the medical profession.
We have formal partnerships with Aimhigher South London and the Brilliant Club. We are also
involved with other local HEIs through the Sussex Progression and Liaison Accord. The
University is also offering degrees in conjunction with the University of Brighton in medicine
and automotive engineering.
Aimhigher London South network (AHLS)
Aimhigher London South Ltd was established in September 2011, and works to ensure fair
access to higher education for young people from non-traditional backgrounds.
This is
achieved by linking schools, colleges, universities and education providers together to work
effectively. AHLS works with 10 universities, 31 schools and 5 further education colleges. The
network offers opportunities to work collaboratively to provide impartial information, advice
and guidance. Members are brought together regularly to share good practice at a local and
regional level. We are working together to develop evaluation and monitoring methods, and
will be investigating whether we can set joint targets and milestones.
The Brilliant Club
The University of Sussex has recently become a Founding Partner University for the Brilliant
Club.
The Brilliant Club facilitates sustained contact between outstanding students in
challenging schools and PhD students from top universities. The University of Sussex will have
the specific responsibility for development the Widening Participation Programme. We will
also be placing PhD students in a cluster of schools in West London. The Brilliant Club’s key
target for 2014 is that of the year 13 pupils completing the programme, 80% will apply to a
highly selective university, 70% will achieve at least grades ABB at A level, and 55% will go on to
study at a highly selective institution.
We have links with Into University providing opportunities for their centres to visit the
University of Sussex. We are also working with the Aim2Attain project in Tower Hamlets; this a
local charity which is encouraging the public and private sectors to work with schools in the
borough.
Aim2Attain is particularly concerned that 500 of the 714 students from Tower
Hamlets who were progressing to university were going to five local universities.
7
4. First Generation Scholars Scheme
Our First Generation Scholars scheme captures the retention and outcomes-focused elements of
our access agreement in a coherent and easily communicated scheme.
4.1 Financial support
Eligibility
All students who qualify for a government means tested maintenance grant (those with family
income below £42,600) will be eligible for the financial elements of our First-Generation Scholars
scheme. Unlike the government grant the level of award does not vary with income. All eligible
students will receive £5000 over 3 years, with the exception of Care Leavers who receive an
enhanced package of £9000 over 3 years.
Reflecting our key aims of attracting students from low-NS SEC groups, and to maintain our existing
strength in retaining students from all backgrounds, we will offer this means-tested financial
package:
o
First Year: a financial package involving a £1000 cash bursary, plus either a £2000
(£50/week) rent reduction2 for students living in University-managed accommodation, or a
£2000 fee waiver for those who are not in University-managed accommodation.
o Subsequent years: a £1000 cash bursary support for each year of study, rising to £3000
per year for care leavers
4.2 Transition, retention and employability support
Eligibility
All students receiving the financial support package will be eligible for the support outlined below.
In addition, to address the needs of a group would be otherwise excluded if a prospective student
tells us that his/her parent (s)/ carer/guardian did not attend HE, then s/he will be eligible for the
transition, retention and employability support.
The various elements of the scheme are designed to provide a menu of additional support options
that students can choose to access in order to benefit their own academic and skills-development
progress. These include:
Pre-entry: being invited to vacation summer events on campus
Academic and employability support - a package for target students that is in addition to the
group- and web-based study skills and careers support available to all students.
2
This could also be a family support package or possibly (subject to DSA rules) a disability-related benefit in kind.
8
o One-to-one study skills, careers/leadership and personal development coaching;
o Work placement and work-study opportunities, including mentoring in partner schools.
Success after graduating from Sussex: this will include
o One-to-one graduate job-seeking support from Sussex-based Careers coaches.
o Funded graduate internship opportunities and other assistance to access professional
career routes.
5. National Scholarship Programme (NSP)
The University of Sussex has been awarded 233 NSP awards, which provides funding of £3000 per
student for first year only, linked to the conditions:
(a) family income of < £25,000; and
(b) cash benefit limited to £1000.
We estimate that ~720 of our first year students will meet these criteria and we would wish all of
these students to receive the NSP package. To do this we have decided to more than triple the
number of NSP awards, with a commitment that we will fund all first year students meeting the
family income criterion.
Within our First Generation Scholarship Scheme we have also matched the NSP for all those
students whose family income is above £25,000 but below £42,600 (the income for non-repayable
government grant). We estimate that there will be 122 students in this situation, which will bring
our total of first year NSP and equivalent awards to 842, at a value of £3000 each (with cash cap of
£1000).
We believe this approach simplifies and guarantees a clear and generous first year
support package to our incoming students at the point of offer.
Retention bursaries for subsequent years of study
While the NSP only relates to the first year, in subsequent years these students will qualify for a
cash bursary of £1000 per year (First Generation Scholarship Scheme, p.8), rising to £3000 per for
care leavers (page 4, additional access measures).
Our review of our current retention performance (see section 2 and Appendix 1) provides prima
facie evidence that our current low-income bursary provision of £1000 per study year has been
effective in recent years, particularly in relation to keeping our retention rates for low-income and
low-NS SEC groups in line with other groups.
9
6. Targets and milestones
6.1 Our key institutional targets - proportions of entrants3 from:
2009/10 baseline
State schools
NS-SEC groups 4-8
Low participation neighbourhoods
88%
19.3%
6.4%
104th
27th
40th
3rd
25%
7.5%
National rank
9th
4
Peer group rank
2nd
Proposed revised
90%
5-year target5
Interim targets
Rationale
12/13
88%
13/14
88.5%
14/15
89.0%
15/16
89.5%
16/17
90.0%
12/13
21%
13/14
22%
14/15
23%
15/16
24%
16/17
25%
12/13
6.5%
This target should consolidate our This is the most stretching of the targets we
position at the top of national tables have adopted, because it is the area in which
based on exceeding benchmark entry we need to make most improvement. At
from state schools. Our scope for further steady state it would mean an additional 400
rise on this indicator is limited, as students from NS-SEC groups 4-8 in our
independent schools educate 18% of the student body. This 25% increase would move
national A-level population.
us well above benchmark.
13/14
6.7%
14/15
7.0%
15/16
7.3%
16/17
7.5%
This is a stretching target given the tight
distribution of HEIs’ performance on this
indicator; it should place us ~2.0% above the
benchmark, which should equate to the top
20 nationally, and being at or close to top of
our peer group.
6.2 Additional local targets
Target group and current baseline
BME students (current baseline 12%)
Mature students (current baseline 23%)
Disabled students (current baseline 12%)
5-year target: proportion of entrants
Target increase to 15%
To rise within peer group top quartile
To rise within the national top quartile
3
5-year target: retention and outcomes
Retention target to match other groups, i.e. <
5% young and <10% mature student 1st year
non-completions. Employment outcomes for
target groups to be in line with other groups.
‘Entrants’ is used here to denote future student entrants who are eligible for the UK student loan scheme.
‘National rank’ is based on variance from relevant national benchmark (2009/10 data); ‘Peer group’ is the 32 English Russell & 1994 Group members.
5
i.e. target to be achieved by 5 years from start of the 2012/13 new fee and investment regime.
4
10
6.3 Activity-related and ‘trajectory’ targets
In addition to these specific activity-based and ‘trajectory’ targets, we will be looking at a range
of other data indicators to monitor and evaluate our progress.
End-of-5-year target
Outreach activity
Numbers of partner schools 40 Full Partner schools and
and colleges
40 Associate Partner schools.
Volume of engagements with Raise individual enrolments in our
First Generation Scholars Scheme
Students from 4000 to 7000, and increase
engagements per year.
All full partner school staff to be
School staff
invited to be part of an annual staff
development opportunity.
All parents of target students in
Parents
50% of full partner schools to be
invited to at least one annual
information event.
WP mentoring contact hours 30,000 contact hours (cf. 3000 now).
Retention and outcomes
Study
Skills,
personal >90% of First Generation Scholars
development, careers and involved in one or more of these
leadership engagements
opportunities by their final year.
Funded internships and work >30% of First Generation Scholars
placements for WP groups
involved in one or more of these
opportunities by their final year.
Interim targets (+ milestone-point)
Targets : 30 Full Partner schools and
30 Associate Partner schools.
End 2013/14: First Generation Scholars
enrolments approaching 5000
The end-of-period target will apply to full
partner schools as we go along.
End 2013/14
End 2013/14: 15,000 pupil contact hours.
End 2012/13: 50% involvement
End 2013/14: 75% involvement
End 2015/16 (the first year that 2012
entrants will access internships): 20% of
First Generation Scholars to be involved.
An additional ‘action’ target is to ensure that by the beginning of 2012 we develop and roll-out a
communication strategy and customer-relationship-management approach for partner schools,
and the wider group of enquirers from WP groups.
7. Monitoring and evaluation arrangements
Our Performance Committee which reports directly to University Council will have governance
oversight of our performance against the commitments of this Access Agreement. Management
oversight will be led by our Pro-Vice-Chancellor (Teaching & Learning) and the Director of Student
Services. There will be parallel reporting to relevant internal bodies with remits for Equalities and
Teaching and Learning.
The University recognises the importance of establishing a framework to evaluate activity and this
will be one of our core activities in 2013/14. An educational researcher (0.5 FTE) has been seconded
to the Widening Participation Team for 3 years in order to identify evaluation strategies and
methods of data collection for each activity.
11
a) Monitoring progress against recruitment/student mix targets: indicators we shall use include:
admissions data (applications from target schools, and selection patterns; ‘decliners’ surveys);
measures of activity in schools/colleges and surrogate ‘trajectory’ measures, including school
results (especially ratios of students achieving GCSE A*-C including English and Maths6);
qualitative work on the effectiveness of interventions with 11-16 and post-16 groups;
(b) Monitoring progression and outcomes: we shall regularly and consistently monitor the
progress/performance of disadvantaged (and equalities) groups in relation to: retention data, annual
grade performance of cohorts, degree outcomes and employability DLHE figures. We shall also
receive qualitative work on the effectiveness of First Generation Scholars offerings and interventions.
We intend to commission expert internal economic evaluation around our whole financial package,
beginning with a review of the effectiveness of retention bursaries, and will review our plans and
future Access Agreements in the light of the findings of this work.
8. Provision of information to prospective students
We confirm our commitment to provide prospective entrants with clear, accessible and timely
presentation of information relating to our fees and support schemes, including the aggregate cost of
tuition. This information will be clear with regard to exact levels of fees and financial support that we
are offering students in each year of study. Modes of communication will include:
Website and web-prospectus;
Direct communications with both current applicants, entrants and enquirers;
Information available at our Open Days;
Other direct/tailored communications to widening participation groups via our FirstGeneration Scholars programme.
9. Consulting with students
The University consulted with students in a range of ways when developing the Access Agreement
for 2012-13. The Offa Steering Group has student representation and was core to the development
of the Access Agreement. Separate meetings were also held to consult with the student
representatives and opportunity was provided for students to comment through the Student
Experience Forum. These consultations will continue to inform the development of the agreement.
Once the First-Generation Scholars Scheme has been implemented the views of prospective and
current students will be sought to inform further developments for 2014-15.
10.
6
Equality and diversity
This is a strong indicator of subsequent progression-rates to HE.
12
The transition to the 2012 fees arrangements poses several possible risks in relation to the
protected equalities groups. These risks include: that the new fee regime may deter a given group
from entering HE altogether; that a given group may be influenced to focus on certain kinds of
provision as opposed to others (e.g. to avoid longer programmes, or programmes with less clear
employment focus, to the detriment of other subject areas), or the risk that, having entered HE, one
or more equalities groups might be less well-placed to achieve completion and success.
The University has reviewed research7 on the price-sensitivity (which is closely related to ‘debtaverseness’) of the various protected equalities groups.
The data indicates the following
differences in price-sensitivity between different groups.
BME groups: there is variability of price-sensitivity amongst BME groups, although not a
simple ‘BME vs White’ split; Black students appear generally more willing to pay higher fees
(indeed, more willing than White students), whereas Asian ethnic groups are less willing.
Gender: women are somewhat more price-sensitive than men (despite empirically standing to
gain more than men, in terms of the difference that a degree will make to lifetime earnings).
However, the difference is only of moderate significance.
Although not a protected characteristic under the Equality Act 2010, we also note that the same
research shows that students from lower participation neighbourhoods are distinctly more pricesensitive than those from high-participation neighbourhoods.
We reviewed our current internal distribution of full-time undergraduates by protected equalities
group, in a way that enables us to identify notable equalities groupings, either by subject area or by
preference for shorter or longer degree programmes (see Appendix 2, which also summarises the
points that emerge from this data).
We have conducted questionnaire surveys of Mature, BME and Disabled groups, seeking feedback
on both the general impact of the 2012 fee and support regime on their HE plans, and about
Sussex’s fee and access/support proposals. Two-thirds of respondents agreed with Sussex’s
decision regarding its fee level and the same proportion approved of our planned support package.
Fewer than 10% favoured a low-fee option. 60% did not think the 2012 arrangements would deter
them from entering HE, but 25% felt they would be deterred and 15% were unsure.
This work has influenced the shape of our plans, guiding our choice of eligibility for financial
support, and features designed to enable mature and disabled students to fully engage with student
life in the first year. There is also a strong retention-focused element. This follows through to our
package of targeted support for retention and success, including career outcomes, which will
address the particular needs of equalities groups.
7
Analysis by Opinion-Panel Research of fee sensitivity data for 2006/7-2009/10. Unfortunately we were not able to
find any robust research on the price-sensitivity of either disabled groups, or different age-groups. Likewise, we lack
research findings, and have no local data, for the other protected groups covered by the 2010 Equality Act
(religion/belief, sexual orientation, pregnancy/maternity, marriage/civil partnership, gender re-assignment).
13
Appendix 1: Widening Participation performance indicators
Table T1a - Participation of under-represented groups in higher education: Young full-time first degree entrants
year of entry
2003-04
2004-05
2005-06
2006-07
2007-08
% first
degree
entrants
84.7
84.9
84.8
86.1
86.2
From State Schools or Colleges
location
national rank
adjusted
& quartile
benchmark difference
76.0
8.7
75.9
9.0
76.7
8.1
77.3
8.8
79.8
6.4
national
rank &
quartile
% first
degree
entrants
17.9
17.9
20.0
22.3
16.7
From NS-SEC classes 4, 5, 6 & 7
location
national rank
adjusted
national rank &
& quartile
benchmark difference
quartile
20.6
-2.7
20.1
-2.2
20.6
-0.6
21.6
0.7
22.0
-5.3
% first
degree
entrants
7.3
5.7
5.6
5.6
5.8
From low participation neighbourhoods
location
national rank adjusted
national rank &
& quartile
benchmark difference
quartile
7.8
-0.5
7.5
-1.8
5.2
0.4
5.3
0.3
5.6
0.2
indicators
above
benchmark
1/3
1/3
2/3
3/3
2/3
2008-09
88.1
80th; 3rd q
80.8
7.3
2nd; 1st q
23.8
97th; 4th q
25.7
-1.9
88th; 3rd q
6.8
79th; 3rd q
5.8
1.0
37th; 2nd q
2/3
2009-10
Note on peer
group rank:
88.0
82nd; 3rd q
81.2
6.8
9th; 1st q
19.3
105th; 4th q
22.7
-3.4
104th; 4th q
6.4
85th; 3rd q
5.9
0.5
40th; 2nd q
2/3
Consistently in top quartile of Russell/1994 group HEIs.
Normally mid-table amongst Russell/1994 group HEIs.
Consistently in top quartile of Russell/1994 group HEIs.
Table T3a - Non-continuation following year of entry: Full-time first degree entrants
Young entrants
year of entry
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
% no longer
in HE
7.0
6.5
6.0
5.5
2.9
3.9
3.7
benchmark
6.7
5.1
4.7
4.6
4.6
5.1
4.7
Mature entrants
difference
0.3
1.4
1.3
0.9
-1.7
-1.2
-1.0
% no longer
in HE
benchmark
16.5
17.4
15.7
15.2
16.2
14.5
17.1
14.9
10.6
15.1
7.1
14.5
9.5
13.0
All entrants
difference
-0.9
0.5
1.7
2.2
-4.5
-7.4
-3.5
% no longer in
HE
benchmark
8.8
8.7
8.4
7.2
8.4
7.1
7.5
6.3
4.1
6.3
4.4
6.7
4.7
6.3
difference
0.1
1.2
1.3
1.2
-2.2
-2.3
-1.6
For several years our performance across these headings puts us in the top quartile nationally, with particular strength in mature retention.
NS-SEC
group
2007
Employability data
We have looked at the recent relative success of students from different NS-SEC
groups in relation to graduate DLHE 'first destinations'. We are found that the
progress of students from lower NS-SEC groups going direct into employment fell by
8% in 2009. However, we are encouraged that the preliminary analysis of 2010
DLHE data shows that the rate of students from lower NS-SEC groups going into
employment has recovered somewhat, to 44%.
14
2008
2009
Employed
Further
Study
Work &
Study
Other
Unemployed
High
52%
14%
5%
24%
5%
Low
49%
11%
11%
23%
6%
High
49%
18%
5%
23%
6%
Low
49%
15%
6%
25%
4%
High
49%
16%
6%
22%
7%
Low
41%
17%
8%
27%
7%
Male
White
Non-White including
mixed race
White
Non-White including
mixed race
Learning Related
Disability
Physical Disability
Unspecified or Multiple
Disability
Not Disabled
Learning Related
Disability
Physical Disability
Unspecified or Multiple
Disability
Not Disabled
57
70
0
9
1
27
26
47
4
2
11
14
1
8
2
15
0
31
7
14
6
2
17
2
16
0
48
5
91
15
29
1
13
1
40
6
30
4
6
7
29
14
7
8
29
0
6
0
71
5
82%
79%
100%
93%
86%
82%
81%
92%
93%
88%
89%
93%
95%
88%
88%
94%
100%
82%
83%
92%
95%
71%
95%
85%
91%
100%
81%
80%
79%
70%
88%
50%
93%
83%
83%
88%
89%
90%
90%
92%
83%
79%
89%
92%
91%
100%
91%
100%
88%
79%
18%
21%
0%
7%
14%
18%
19%
8%
7%
13%
11%
7%
5%
12%
12%
6%
0%
18%
18%
8%
5%
29%
5%
15%
9%
0%
19%
20%
21%
30%
12%
50%
7%
17%
17%
12%
11%
10%
10%
8%
17%
21%
11%
8%
9%
0%
9%
0%
12%
21%
20
15
0
19
0
16
9
44
2
0
5
15
2
8
0
14
0
15
0
14
9
0
24
1
18
2
22
2
20
1
29
0
18
0
16
3
24
4
4
4
7
2
7
9
30
0
5
0
54
2
3
3
1
7
0
1
3
8
0
1
3
2
0
1
0
2
0
3
0
4
4
0
7
0
4
1
5
0
7
1
4
0
0
0
4
1
4
0
2
1
3
1
4
1
2
0
0
0
13
0
3
8
0
4
0
6
5
13
0
1
3
7
1
1
0
9
0
5
0
3
1
0
12
0
4
0
13
2
9
2
6
0
4
0
0
2
15
0
1
3
3
3
1
4
8
0
1
0
15
2
303
330
7
109
7
139
129
537
58
16
91
186
18
61
19
241
10
182
50
161
98
7
331
14
160
6
226
21
412
50
225
2
168
7
217
44
244
38
53
82
160
62
55
86
313
19
65
5
533
20
6%
4%
0%
14%
0%
10%
6%
7%
3%
0%
5%
7%
10%
11%
0%
5%
0%
7%
0%
8%
8%
0%
6%
7%
10%
22%
8%
8%
4%
2%
11%
0%
9%
0%
7%
6%
8%
10%
7%
4%
4%
3%
10%
9%
8%
0%
7%
0%
9%
8%
1%
1%
13%
5%
0%
1%
2%
1%
0%
6%
3%
1%
0%
1%
0%
1%
0%
1%
0%
2%
4%
0%
2%
0%
2%
11%
2%
0%
2%
2%
2%
0%
0%
0%
2%
2%
1%
0%
3%
1%
2%
1%
6%
1%
1%
0%
0%
0%
2%
0%
1%
2%
0%
3%
0%
4%
3%
2%
0%
6%
3%
3%
5%
1%
0%
3%
0%
2%
0%
2%
1%
0%
3%
0%
2%
0%
5%
8%
2%
4%
2%
0%
2%
0%
0%
4%
5%
0%
2%
3%
2%
4%
1%
4%
2%
0%
1%
0%
2%
8%
92%
93%
88%
78%
100%
86%
88%
89%
97%
89%
89%
89%
86%
86%
100%
91%
100%
89%
100%
88%
88%
100%
89%
93%
86%
67%
85%
84%
92%
93%
85%
100%
88%
100%
92%
88%
85%
90%
88%
91%
92%
91%
82%
86%
89%
100%
92%
100%
87%
83%
43%
46%
5099
929
718
136
88%
87%
12%
13%
453
62
95
16
150
30
5371
1006
7%
6%
2%
1%
2%
3%
88%
90%
43%
6028
880
87%
13%
515
111
180
6377
7%
2%
3%
89%
5370
1016
12%
9%
88%
91%
3478
598
2591
516
57%
54%
7183
797
6386
11%
89%
4076
3107
57%
8
45
4
10
11
34
3
18
59
8
47
3
22
17
1
21
5
43
4
5
7
5
5
18
24
1
9
312
340
41
15
288
41
96
1
136
7
133
24
184
32
23
29
71
25
14
31
191
14
31
4
510
19
176
243
19
1
148
133
155
3
3
19
50
2
16
2
82
4
88
11
72
13
177
8
95
2
238
25
160
13
168
1
54
104
26
103
10
37
61
102
43
53
69
162
5
40
1
105
5
Female
699
98
17
16
8
98
7
22
18
62
3
9
6
23
1
16
Male
6069 3 years
1114 4 years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
years
Female
153
113
8
120
6
14
13
447
57
15
83
160
19
55
17
184
6
117
39
110
99
7
197
7
91
7
28
53
1
140
128
540
57
9
96
187
20
55
19
258
10
160
46
172
101
7
340
12
168
9
207
17
401
51
242
2
173
6
216
45
244
38
55
90
166
63
62
82
329
18
62
5
562
23
95%
96%
0%
29%
0%
86%
88%
90%
95%
50%
94%
89%
95%
77%
100%
97%
100%
78%
92%
95%
90%
100%
91%
80%
90%
100%
78%
68%
90%
94%
92%
100%
91%
86%
91%
90%
85%
90%
92%
100%
96%
93%
93%
82%
93%
95%
87%
100%
91%
96%
3
3
3
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
Mature
Not Mature
252
260
8
129
6
119
113
537
53
14
85
186
20
61
15
250
10
143
33
167
104
5
355
11
163
9
207
20
334
35
218
1
169
5
189
44
239
36
53
77
141
53
58
89
312
18
63
5
535
19
Mature
Grand Total
47% 53%
32% 68%
100%
0%
86% 14%
86% 14%
9% 91%
9% 91%
74% 26%
95%
5%
83% 17%
81% 19%
76% 24%
90% 10%
77% 23%
89% 11%
69% 31%
60% 40%
57% 43%
78% 22%
60% 40%
88% 12%
100%
0%
53% 47%
47% 53%
49% 51%
78% 22%
11% 89%
0% 100%
64% 36%
76% 24%
36% 64%
50% 50%
72% 28%
100%
0%
56% 44%
48% 52%
64% 36%
76% 24%
38% 62%
32% 68%
41% 59%
37% 63%
21% 79%
31% 69%
54% 46%
74% 26%
44% 56%
80% 20%
83% 17%
79% 21%
5%
4%
100%
71%
100%
14%
12%
10%
5%
50%
6%
11%
5%
23%
0%
3%
0%
22%
8%
5%
10%
0%
9%
20%
10%
0%
22%
32%
10%
6%
8%
0%
9%
14%
9%
10%
15%
10%
8%
0%
4%
7%
7%
18%
7%
5%
13%
0%
9%
4%
329
356
8
139
7
School of Engineering and Design Engineering and Design
162
146
School of English
English
602
60
Sussex Centre for Language Studies
18
102
School of Global Studies
Anthropology
210
21
Centre for the Comparative Study of
71
Culture, Development and the Environment 19
Geography
266
10
International Relations
205
50
School of History, Art History and American Studies
182
Philosophy
Art History
112
7
History
374
15
Philosophy
186
9
School of Informatics
Informatics
266
25
School of Law, Politics and Sociology
Law
448
54
Politics and Contemporary European Studies
264
2
Sociology
190
7
School of Life Sciences
Biochemistry
237
50
Biology and Environmental Science
287
42
Chemistry
60
90
School of Mathematical and
Mathematics
173
Physical Sciences
68
Physics and Astronomy
67
100
School of Media, Film and Music
Media and Film
353
19
Music
71
5
School of Psychology
Psychology
615
24
Not Mature
Total Students
School
Department
School of Business, Management Business and Management
and Economics
Economics
School of Education and Social Work
Education
Social Work and Social Care
Duration of Study
Appendix 2 – (a) Equalities overview of distribution of protected groups in the student body
Appendix 2 – (b) Key points emerging from analysis of data distribution of protected Equalities
groups in the student body
The table in section (a) above reveals:
Age (% Mature): three distinct sub-groups of subjects attract older students: (a) specific
vocational programmes in Social Work and Education; (b) subjects with significant entry via
specially-designed foundation years (Informatics, Physics); (c) subjects that many students
only become aware of after leaving school (Development Studies, International Relations).
Gender: the aggregate University average of 57% female to 43% male in fact hides a
number of subjects where the gender imbalance is significant, in both directions (femaledominated subjects are highlighted in green; male-dominated in orange). In all cases, the
differences seen here mirror national patterns of gender distribution across subjects.
Ethnicity: although no subject strongly breaks away from the overall average of ~13% BME,
there is a discernable pattern of raised proportions of BME students in Science subjects,
and subjects with a clear employment focus (e.g. Business & Management, Law).
Disability: the only subject area that deviates from the background norm in terms of having
a raised proportion of students who have notified us of a disability is Social Work.
There is no significant current variance between equalities groups in terms of enrolment on
programmes of different durations.
16
OFFA Access Agreement 2013/14 - Annexes B & C
Institution name: University of Sussex
Institution UKPRN: 10007806
Table 6 - Milestones and targets
Validation checks:
10. A reason for changing any prefilled data must be recorded in column L for both tables 6a and 6b.
Validation check passed.
Notes:
These tables have been pre-populated using the information you provided to us in your 2012-13 access agreement.
You will, however, need to consider whether you wish to amend or add targets to reflect:
 the inclusion of part-time and/or ITT courses within your access agreement
 any significant changes to the nature and size of your cohort, for example in response to changing student number controls
 more joint targets around collaborative outreach work
 targets to improve equality and diversity in your access agreement
Table 6a - Statistical milestones and targets relating to your applicants, entrants or student body (e.g. HESA, UCAS or internal targets)
Yearly milestones/targets (numeric where possible, however you may
use text)
Please select milestone/target type from the drop down Description (500 characters
menu
maximum)
State School (HESA Table T1a)
NS-SEC (HESA Table T1a)
LPN (HESA Table T1a)
Ethnicity
To increase the proportion of entrants
from state schools from 88% to 90%.
To increase the proportion of entrants
from NS-SEC groups 4-8 from 19.3%
to 25%.
To increase the proportion of entrants
from low participation neighbourhoods
from 6.4% to 7.5%.
To increase the proportion of entrants
from BME groups, from 12% to 15%
Is this a
collaborative Baseline
target?
year
2009/10
2009/10
Baseline data 2012-13
88%
19.3%
88%
21%
2013-14
88.5%
22%
2014-15
89%
23%
2015-16
89.5%
24%
If you have made any changes to the
prefilled data around your
Commentary on your milestones/targets milestones/targets, or included
or textual description where numerical
additional milestones/targets, please
description is not appropriate (500
indicate why here.
characters maximium)
2016-17
90%
This target should consolidate our position
at the top of national tables based on
exceeding benchmark entry from state
schools. Our scope for further absolute rise
on this indicator is limited, as independent
schools educate 18% of the national A-level
population.
25%
This is the most stretching of the targets we
have adopted, because it is the area in
which we need to make most improvement.
At steady state it would mean an additional
400 students from NS-SEC groups 4-8 in
our student body. This 25% increase in
numbers from NS-SEC groups 4-8 would
move us well above benchmark.
This is a stretching target given the tight
distribution of HEIs’ performance on this
indicator; it should place us ~2.0% above
the benchmark, which should equate to the
top 20 nationally, and being at or close to
top of our peer group.
2009/10
6.4%
6.5%
6.7%
7%
7.3%
7.5%
2009/10
12%
13%
13.5%
14%
14.5%
15%
Table 6b - Other milestones and targets
‐
Alongside applicant and entrant targets, we encourage you to provide targets around your outreach work (including collaborative outreach work where
appropriate) or other initiatives to illustrate your progress towards increasing access. These should be measurable outcomes based targets and should focus on
the number of pupils reached by a particular activity/programme, or number of schools worked with, and what the outcomes were, rather than simply recording
the nature/number of activities.
Yearly milestones/targets (numeric where possible, however you may
use text)
Please select milestone/target type from the drop down Description (500 characters
menu
maximum)
To create a network of 40+ Full
Outreach / WP activity (other - please give details in the
Partner and 40+ Associate Partner
next column)
schools and colleges.
Is this a
collaborqativ Baseline
e target?
year
Baseline data 2012-13
2013-14
2014-15
2015-16
2016-17
If you have made any changes to the
prefilled data around your
Commentary on your milestones/targets milestones/targets, or included
or textual description where numerical
additional milestones/targets, please
description is not appropriate (500
indicate why here.
characters maximium)
End 2011/12: 20 Full Partner schools and
20 Associate Partner schools.
We have moved all our outreach under the
banner of the First-Generation Scholars
outreach programme so have changed this
End of 2013/14: First-Generation Scholars milestone from SEAS enrolments to First7000 enrolments approaching 5000
Generation Scholars enrolments
Outreach / WP activity (other - please give details in the
next column)
Raise individual enrolments in our
First-Generation Scholars scheme
from 4000 to 7000, and increase
average
engagements
perall
year
School staff
engagement:
full
partner school staff to be invited to be
part of an annual staff development
opportunity.
Outreach / WP activity (other - please give details in the
next column)
School parents engagement: all
parents of target students in full
partner schools to be invited to at least
one annual event.
End 2011/12: develop an effective
communications and CRM facility for
parents of WP outreach groups.
Student support services
Study Skills, personal development,
careers and leadership engagements:
>90% of First Generation Scholars
involved in one or more of these
opportunities by their final year.
End 2012/13: 50% involvement
End 2013/14: 75% involvement
Student support services
Funded internships and work
placements for WP groups. >30% of
First Generation Scholars involved in
one or more of these opportunities by
their final year.
End 2014/15 (the first year that 2012
entrants will access placements): 20% of
First Generation Scholars to be involved .
Outreach / WP activity (other - please give details in the
next column)
2009/10
4000
The end-of-period target will apply to full
partner schools as we go along.