2.1- Show and Tell (3508)
Progressive Partnerships: Blending College and University learning for Smoother Transitions
Amy Lorente, University of Dundee, Scotland; Nick Brewer, University of Dundee, Scotland
The transition from college to university can be challenging, particularly if articulating college students don’t step foot onto university campus until their first day of university study. Through partnerships, Dundee & Angus college and the University of Dundee blend the learning experience, providing a smoother transition for progressing students.
From support to success: using data to enhance student transition
Finn Kirkland, Kortext, United Kingdom; Rachel Maxwell, Solutionpath, United Kingdom
Explore how the powerful combination of an integrated student learning experience (Kortext), surfaced through insights from engagement data (StREAM) helps new arrivals at university transition effectively into successful students. Reframing the narrative around ‘success’ rather than ‘support’ helps overcome fears about belonging, imposter syndrome and supports student health and wellbeing.
Personalising Support Through Student Success Officers
Lee Hutchison, Abertay University, Scotland; Kenneth Mcmonagle, Abertay University, Scotland; Sophia Forman, Abertay University, Scotland
We will explain the concept of the Student Success Officer role (SSO), who we are; what we do and how we carry out the role at Abertay University. We will share details of the SSO model deployed at Abertay and feedback from staff and students relating to the role’s success.
Learner pathways, lifelong learning and the role of the SCQF
Donnie Wood, Scottish Credit and Qualifications Framework Partnership, Scotland; Helen Murdoch-Wilson, Scottish Credit and Qualifications Framework Partnership, Scotland
Our session will introduce the Scottish Credit and Qualification Framework (SCQF), what it is and what it is not and demonstrate the ways that the SCQF Partnership works effectively with partners and government to promote fair access. We will introduce the resources we have developed and how we promote the Framework as a tool for enabling lifelong learning.
2.2- Show and Tell (3026)
DCU's Access To The Workplace
John Moriarty, Dublin City University, Ireland
This programme enables Access students from underrepresented backgrounds to find high-quality, fully paid, professional summer work experience in established workplaces. The internships are hosted by companies who also make a philanthropic contribution to support Access scholarships at DCU. It was created in 2019, and we have placed 318 students and worked with 95 companies.
Epistemic Injustice in Secondary Schools
Louise Durham, University of Aberdeen, Scotland
Epistemic injustice is a specific kind of prejudicial knowledge injustice, and my research looks at whether this is heightened against working-class learners and the impact on their aspirations to further and higher education. Here, I explain what epistemic injustice is and provide fieldwork examples on the harm done to learners.
Integrating Widening Participation at Edinburgh Napier University
Stuart Easter, Edinburgh Napier University, Scotland
Edinburgh Napier University is on a journey to transform our approach to Widening Participation. Since 2020, we have been seeking to integrate activities that support WP students to core activities where suitable. This session will showcase our experiences to date, highlighting the benefits and challenges faced.
2.3- Presentation (3511)
Access to medical studies. 20 years of partnership working
Kenneth Anderson, Scottish Wider Access Programme (SWAPWest), Scotland; Neil Croll, University of Glasgow, Scotland
Can adult returners from widening access backgrounds successfully progress to medicine, dentistry and veterinary medicine degrees. The presentation will analyse the 20 years partnership experience between the University of Glasgow and SWAP. Delivering the SWAP medical studies programme.
An innovative nurturing program for Dundee Widening Access Medical undergraduates
Yvonne Wedekind, University of Dundee, Scotland; Zareen Khan, University of Dundee, Scotland
This case study presentation will share our success with an innovative longitudinal nurturing program, aimed at supporting and empowering our WP medical students to maximise their potential and begin to carve their career trajectory. This model is relevant and transferable to various other higher education courses.
2.4- Presentation (1025)
Schools Programmes for Widening Access and Preparation for Student Success
Alison Browitt, University of Glasgow, Scotland; Neil Croll, University of Glasgow, Scotland; Martin Irwin, University of Glasgown, Scotland; Scott Iguchi-Sherry, University of Glasgow, Scotland
The Top-Up Programme and Reach (Access to the High Demand Professions), delivered by the University of Glasgow, are key Senior Phase elements of the Scottish Funding Council National Schools Programme. Effective in widening access to higher education, evaluated practice shows they provide support and preparation for diverse learners to succeed.
Exploring a long thin induction for college entrants to university
Andy Ashe, Glasgow Caledonian University, Scotland; Hannah Bennett, Glasgow Caledonian University, Scotland
This presentation will explore Glasgow Caledonian University College Connect Team’s “long thin” induction model of pre-entry support for prospective college entrants to the university. Utilising reflective accounts from current students, we will explore how this model builds confidence and a sense of belonging and student identity.
2.5- Presentation (2522)
Articulation Matters – The SCAPP Articulation network partnership approach to developing - supporting practitioners.
Carole Mooney, Edinburgh Napier University, Scotland; Nicola Mulholland, New College Lanarkshire, Scotland
Examines the circumstances which predicated the need for a Network of existing and new practitioners to drive the articulation agenda in line with Scotland’s priorities for improving access from FE (Further Education) to HE (Higher Education).
Educational quality through inclusion - good practices in higher education institutions in Flanders
Veerle Conings, NVAO - Accreditation Organisation of the Netherlands and Flanders, Netherlands; Lien Beyls (NVAO), Netherlands; Chantal van der Putten, Hogeschool Rotterdam, Netherlands; Elhasbia Zayou, Thomas More, Belgium; Wastijn Bert, Erasmushogeschool Brussel, Belgium
The Quality Assurance System in Flanders involves the organisation of system-wide analyses that encourage higher education institutions to share good practices, to learn from one another, specifically with respect to issues relating to educational policy and programme quality.
The subject for the academic year 2022-2023 was 'Inclusion, policy differentiation and diversity in higher education institutions'. A toolbox of good practices is being developed to inspire higher education institutions. The good practices are divided into three themes: i) policy and environment, ii) education and student, and iii) collaboration. Within these themes, nine basic principles have been written down. For the working group, it is this interplay that gives powerful meaning to educational quality from inclusion. This system-wide analysis creates an opportunity to link EDI to internal and external quality assurance.
2.6- Presentation (2521)
“We are your community!” - Building a Nationwide Community for First-Generation Students in Germany (ArbeiterKind.de)
Martina Kübler, ArbeiterKind.de, Germany; Yvonne Gajer, ArbeiterKind.de, Germany
The German non-profit organization ArbeiterKind.de has been building a nationwide community of first-generation students since 2008. This talk highlights some of the tools and strategies used by ArbeiterKind.de in order to build and cultivate Germany’s largest community for first-generation students: How can a nationwide community connect, interact, and grow online as well as offline?
First Generation - Ready for University
Thomas Troy, Vienna University Children's Office, Austria; Seline Pappenheim, Vienna University Children’s Office, Austria
The transition to university is a significant step for students, especially those with lower socio-economic background. The First-Generation Program of the University of Vienna is designed to provide comprehensive support. This presentation shares insights into the design of the program as well as the learnings and challenges that emerged in the course of the program.
2.7- Panel (3510)
International Approaches to Policy for Diversity, Equity, and Inclusion
Shamit Saggar, Australian Centre for Student Equity and Success, Australia; John McKendrick, Commissioner for Fair Access, Scotland; Liz Thomas, University of York, England; Omar Khan, Transforming Access and Student Outcomes in Higher Education (TASO), United Kingdom; Tamara Massay-Trotz, Bloomfield College of Montclair State University, United States
This workshop will centre on a panel discussion and question and answer session among senior higher education leaders from around the world on approaches to ensuring diversity, equity, and inclusion in the setting of national policy and targets, in view of the current challenges faced by higher education systems.