University of Wales Trinity Saint David 2019 / 20 Fee and Access Plan - Uwtsd
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University of Wales Trinity Saint David 2019 / 20 Fee and Access Plan
Fee and Access Plan 2019/20:
Focus and Contents
1. Executive summary 3
2. How Our Plan Was Developed 4
2.1 Our strategy for investing fees 4
2.2 Lessons Learnt 5
2.3 The Student Voice 5
3. Our Under-Represented Groups 7
3.1 Part-time learners 7
3.2 Mature part-time learners 7
3.3 Welsh learners from deprived areas 7
3.4 Learners in receipt of the Disabled Students’ Allowance (DSA) 7
3.5 Black, Asian and Minority Ethnic (BAME) learners 8
3.6 Learners studying through the medium of Welsh 8
3.7 Other hard to reach groups 8
4. Our Objectives 9
4.1 Putting Learners First 9
4.2 Excellence in Teaching, Scholarship and Applied Research 12
4.3 Creation of Opportunities through Partnerships 13
4.4 A University for Wales 15
5. Financial Support for Our Learners 16
6. How Our Plan Will Be Monitored 17
21. Executive summary
The Mission of the University of Wales Trinity Saint David is The total amount of fee income to be invested in the achievement
Transforming Education; Transforming Lives. The UWTSD Group, of our key Fee and Access Plan objectives will be £14,079,600 to be
which includes Coleg Sir Gâr and Coleg Ceredigion, provides further apportioned as follows:
and higher education from 17 campuses across South West Wales,
as well as in Cardiff, London and Birmingham, providing unrivalled Equality of opportunity: £7,112,826
opportunities to promote social and economic mobility, to widen Promotion of higher education: £6,966,774
access, and to support learners from all backgrounds during all
stages of their education. The University is committed to delivering services that are compliant
with consumer protection legislation, in line with the guidance
This Fee and Access Plan sets out our strategy for investing the fees to higher education providers published by the Competition and
we receive in 2019/20 in support of the equality of opportunity and Markets Authority. Tuition fee arrangements for 2019/20 onwards
the promotion of higher education that are fundamental to our have not been confirmed by the Welsh Government. This means that
Mission. The Plan focuses on key objectives linked to our four the tuition fees for learners commencing their studies
University in 2019/20
of Wales may David
Trinity Saint
Strategic Priorities: increase. Thisis increase
The University committedwould be inflation-linked,
to delivering as permitted
services that are compliant by theprotection
with consumer
Welsh Government.
legislation, in line with the guidance to higher education providers published by the
Competition and Markets Authority. Tuition fee arrangements University offorWales
2019/20Trinity
onwardsSaint David
have not
• Putting learners first been confirmed by the Welsh Government. This means that the tuition fees for learners
We
The will inform
University all applicants
is committed and
to delivering learner of
services thatthe fee levels
are compliant for
with 2019/20
consumer
commencing their studies in 2019/20 may increase. This increase would be inflation-linked, as
protection
• Excellence in teaching, scholarship and applied research legislation, in line with the increases
guidance to
and any by
permitted inflation-linked
the Welsh Government. forhigher education
successive yearsproviders
of studypublished
as soonby the
• Creation of opportunities through partnerships Competition and Markets Authority. Tuition fee arrangements for 2019/20 onwards have not
as confirmation is received from Welsh Government. In the meantime,
been confirmed by the Welsh Government. This means that the tuition fees for learners
We will inform
based on the all applicants and learner of the fee levels for 2019/20 and fees
any inflation-linked
• A University for Wales commencing theirlatest available
studies in 2019/20information, the annual
may increase. This increase tuition that
would be inflation-linked, as
increases for successive years of study as soon as confirmation is received from Welsh
we intend
permitted to
by the charge our
Welsh Government. new and continuing Home and EU full-time
Government. In the meantime, based on the latest available information, the annual tuition fees
The targets set out in the Plan are based on our analysis of learner undergraduate
that we intend to charge learners ourinnew
2019/20 are as follows:
and continuing Home and EU full-time undergraduate
We will inform all applicants and learner of the fee levels for 2019/20 and any inflation-linked
enrolment, retention and achievement data for the UWTSD Group learners in 2019/20 are as follows:
increases for successive years of study as soon as confirmation is received from Welsh
and for higher education in Wales more generally. As a result of Government. In the meantime, based on the latest available information, the annual tuition fees
Programme of Study Fee
that analysis, we have chosen to focus our targets on increasing that we intend to charge our new and continuing Home and EU full-time undergraduate
Cert HE (STEM) £7,000
participation and removing barriers to study for the following under- learners in 2019/20 are as follows:
Cert HE £9,000
represented groups: HND £9,000
Programme of Study Fee
Foundation
Cert HE (STEM) Degree £9,000
£7,000
• Part-time learners Undergraduate
Cert HE Degrees £9,000
£9,000
Sandwich Year (year in industry) £1,800
• Mature part-time learners HND £9,000
Integrated Masters £9,000
Foundation Degree £9,000
• Welsh learners from deprived areas PGCE
Undergraduate Degrees
£9,000
£9,000
• Learners in receipt of the Disabled Students’ Allowance (DSA) Sandwich Year (year in industry)
Taking account of these fees, average fees per full-time undergraduate will be: £1,800
Integrated Masters £9,000
• Black, Asian and Minority Ethnic (BAME) learners TakingPGCEaccount of these fees, average fees per full-time £9,000
Full-time undergraduates £8,980
• Learners studying through the medium of Welsh undergraduate will be:
Full-time PGCE (QTS) £9,000
Taking account of these fees, average fees per full-time undergraduate will be:
Our Students’ Union has made the following statement in 2 Full-time
How Our undergraduates
Plan Was Developed £8,980
support of the Plan: Full-time PGCE (QTS) £9,000
Our strategy for investing fees
The provision of a high quality experience for our learners is at the heart of the University’s
‘The Students’ Union would like to thank the University for its 2Mission:
How Transforming
Our Plan WasEducation;
DevelopedTransforming Lives. The UWTSD Group, which includes
approach in developing this Fee and Access Plan. We have been Coleg Sir Gâr and Coleg Ceredigion, provides further and higher education from 17 campuses
Our strategy for investing fees
fully consulted as part of this process and are pleased to endorse across South West Wales, as well as in Cardiff, London and Birmingham, providing unrivalled
The provision of a high quality experience for our learners is at the heart of the University’s
opportunities to promote social and economic mobility, to widen access, and to support
this document. We feel particularly strongly about the widening Mission: Transforming Education; Transforming Lives. The UWTSD Group, which includes
learners from all backgrounds during all stages of their education. We also work in partnership
access elements contained in this plan and are looking forward to Coleg Sir Gâr and Coleg Ceredigion, provides further and higher education from 17 campuses
with three Welsh further education colleges outside the UWTSD Group to provide additional
working with the University to achieve its targets, to widen access across South West Wales, as well as in Cardiff, London and Birmingham, providing unrivalled
opportunities for communities to access higher education. This Fee and Access Plan sets out
opportunities to promote social and economic mobility, to widen access, and to support
to higher education and enable learners to succeed.’ our strategy for investing the fees we receive in 2019/20 in support of the equality of
learners from all backgrounds during all stages of their education. We also work in partnership
Rob Simkins, TSDSU Group President opportunity and the promotion of higher education that are fundamental to our Mission.
with three Welsh further education colleges outside the UWTSD Group to provide additional
opportunities for communities to access higher education. This Fee and Access Plan sets out
The University’s Strategic Plan 2017-2022 defines our direction of travel, and confirms our
our strategy for investing the fees we receive in 2019/20 in support of the equality of
commitment to our learners and specifically to Wales – to its culture, heritage and language,
opportunity and the promotion of higher education that are fundamental to our Mission.
and to the prosperity and long-term health of its citizens. We recognise our local, national,
international and civic role as a provider of higher education, and the responsibilities that we
The University’s Strategic Plan 2017-2022 defines our direction of travel, and confirms our
bear. As a reflect of this commitment, we have placed the seven goals and five ways of working
commitment to our learners and specifically to Wales – to its culture, heritage and language,
and to the prosperity and long-term health of its citizens. We recognise our local, national,
international and civic role as a provider of higher
4 education, and the responsibilities that we
bear. As a reflect of this commitment, we have placed the seven goals and five ways of working
4
32. How Our Plan Was Developed
2.1 Our strategy for investing fees
The provision of a high quality experience for our learners is at The Strategic Plan is underpinned by a number of sub-strategies,
the heart of the University’s Mission: Transforming Education; each seeking to deliver the targets and aspirations of the Strategic
Transforming Lives. The UWTSD Group, which includes Coleg Sir Gâr Plan. Of particular relevance to the Fee and Access Plan are the
and Coleg Ceredigion, provides further and higher education from 17 Widening Access and Community Engagement Strategy; the
campuses across South West Wales, as well as in Cardiff, London and Learning, Teaching and Enhancement Strategy; the Welsh-medium
Birmingham, providing unrivalled opportunities to promote social and Bilingual Education Strategy; the Retention Strategy; the
and economic mobility, to widen access, and to support learners from Employment and Employability Strategy; the Strategic Equality
all backgrounds during all stages of their education. We also work in Plan; and Faculty Strategic Plans.
partnership with three Welsh further education colleges outside the
UWTSD Group to provide additional opportunities for communities This Fee and Access Plan sets out our strategy for investing the fees
to access higher education. This Fee and Access Plan sets out our we receive in 2019/20 in support of the equality of opportunity and
strategy for investing the fees we receive in 2019/20 in support of the the promotion of higher education that are fundamental to our
equality of opportunity and the promotion of higher education that Mission. Over the last two years we have worked hard to achieve a
are fundamental to our Mission. greater alignment between our Strategic Plan, sub-strategies and
other institutional developments. The values and priorities of our
The University’s Strategic Plan 2017-2022 defines our direction of Strategic Plan are therefore directly reflected in the Fee and Access
travel, and confirms our commitment to our learners and specifically Plan, and relevant objectives (set out in Section 4) are common
to Wales – to its culture, heritage and language, and to the prosperity to both plans. The objectives are, in turn, aligned with the Welsh
and long-term health of its citizens. We recognise our local, national, Government categories of expenditure. Similarly, the majority of our
international and civic role as a provider of higher education, and the targets are deliberately common to both the Strategic Plan and the
responsibilities that we bear. As a reflect of this commitment, we have Fee and Access Plan, amplified or modified where appropriate to
placed the seven goals and five ways of working of the Well-Being of reflect the student voice1 and our evaluation of the success of
Future Generations (Wales) Act 2015 at the core of our planning, and previous investment strategies.
have ensured that our own aspirations are closely aligned with those
expressed by the Welsh Government in Taking Wales Forward 2016-21. Our investment is proportionally allocated to the targets that we
are seeking to deliver based on our Strategic Plan and analysis of
The Strategic Plan articulates a range of values that underpin the way our learner population. The work undertaken to meet these targets
we work, including: includes literature and awareness-raising activities that will take place
to support our learners and raise aspirations for potential learners
• Excellent teaching informed by scholarship and professional from under-represented groups; for example the production of
practice, and applied research that influences knowledge and employment-linked opportunities, information for specific groups
policy in Wales and beyond. that are under-represented in education; attendance at events
• Inclusivity, by removing barriers to participation and aimed at promoting higher education as a life choice and to increase
supporting people from all backgrounds and circumstances employment options, and publicity relating to institutional initiatives
to fulfil their potential. such as Life Design, student engagement fora and support groups.
Our 18 targets are equally distributed under the headings of ‘equality
• Employability and creativity, by offering educational
of opportunity’ and ‘promotion of higher education’. Within these
programmes that develop entrepreneurial and creative
headings they are matched to categories defined by the Welsh
skills, enabling learners to have the best opportunities to
Government so that it is clear which objective they seek to achieve.
gain employment and to contribute to the prosperity of
There is a slightly higher financial allocation to equality of opportunity
their communities.
than promotion of higher education in 2019/20 as a result of the
• Wales and its distinctiveness, through embedding the goals inclusion of funding to support Reaching Wider.
of the Well-Being of Future Generations (Wales) Act in all of our
activities, and by celebrating the vibrant culture, heritage and
language of Wales.
These values are reflected in our four Strategic Priorities for 2017-22:
• Putting learners first
• Excellence in teaching, scholarship and applied research
• Creation of opportunities through partnerships
• A University for Wales 1
The terms ‘learner’ and ‘student’ are
used synonymously within this Fee
and Access Plan.
42.2 Lessons Learnt
Central to UWTSD’s planning processes is the consideration of national have been removed,3 although we have continued to include targets
and regional developments. In developing our Fee and Access Plan in some areas of achievement for the reasons given in Section 3 below.
for 2019/20 we have considered a number of national and regional
reports including the Hazelkorn Review and subsequent consultations However we have yet to achieve full success in meeting our targets
on post-compulsory education and training, the Diamond Review, the in some areas. For example, although we have been successful in
Welsh Statement for Higher Education, and the Welsh Government increasing the percentage of Welsh-domiciled learners from areas
action plan for education in Wales. Consideration has also been of deprivation, our numbers in 2016/17 fell short of our Fee and
given to the Academic Plan of the Coleg Cymraeg Cenedlaethol and Access Plan target (performance: 1,560, target: 1,602). Our efforts
the South West and Mid Wales Regional Employment and Skills to attract part-time learners have yet to result in achievement of
Plan 2017, as well as the priorities and action plan of the South West our target (performance: 2,823, target: 4,100). The proportion of our
Wales Reaching Wider initiative. Higher Education Academy (HEA) full-time undergraduate learners who were no longer in education
publications such as Rising to the Challenges of Tomorrow and the a year following entry has increased, but we have narrowly missed
Horizon Scanning Reports have provided a wider UK perspective on our target (performance: 12.32%, target: 12%). Similarly, although
contemporary developments in teaching and learning to meet the we have exceeded our targets for the number of learners studying
needs of today’s (and the future) workforce. at least 5 credits of their higher education programme through the
medium of Welsh (performance: 2,380, target: 2,080), we recognise
The University’s approach to fee and access planning has evolved that further action is needed to increase the numbers studying 40
considerably in the last two years, reflecting the implementation of credits through the medium of Welsh (performance: 466, target:
more streamlined systems for strategic and financial planning across 850). We have also exceeded our target for the proportion of our
the UWTSD Group. In developing our Fee and Access Plan 2019/20, we graduates in employment, studying or both 6 months after graduation
have paid careful attention to the feedback, both generic and specific, (performance: 95.6%, target: 93%), but we recognise that achievement
that we have received from HEFCW on previous plans. We have also of targets in relation to highly skilled employment (performance:
compared the content, design and presentation of our plans against 64.52%, target: 69.3%) will be an area of continuing focus for us. As a
those of other institutions in Wales. Our approach to self-evaluation of result, these areas remain as priorities within our Fee and Access Plan
previous Fee and Access Plans has included in-year monitoring of the for 2019/20.
delivery of objectives and targets. The evaluation process is led by the
Policy and Planning team, which works closely with the lead officers 2.3 The Student Voice
for each target to ensure that progress is measured and recorded
accurately, and that there is appropriate challenge if a target has Consistent with the principles of Wise Wales, and as reflected in our
not been met. The completion of the Annual Monitoring Statement, Student Charter, the University is committed to working in partnership
evidencing institutional performance against approved targets, has with its learners and the Students’ Union to provide a high quality
been closely scrutinised by the Corporate Policy Committee and the learning experience. The principles pf the Wise Wales Partnership for
University Council’s Strategy and Resources Committee, allowing Higher Education in Wales are embedded in our Student Charter and
reflection and informing future strategy. in our Academic Quality Handbook.4 Since the inception of fee and
access planning, we have explored a number of models for ensuring
A key learning activity has been ensuring that our targets are SMART. that the student voice is an integral part of the development of plans
The majority are now quantitative and use published data that links and the associated investment strategies. Student engagement
directly to National Performance Indicators or Welsh Government and representation strategies are now well embedded across the
priorities. We believe that this approach makes our planning and University and, through the Students’ Union, learners are represented
delivery process more robust, and allows for a greater level of scrutiny on the University Council (two members) and are in attendance
and challenge by key stakeholders, including learners, governors at its Strategy and Resources Committee through the Students’
and HEFCW. In designing our targets, we benchmark ourselves Union Group President. They are also represented on the Senate
internally and we also use sector averages and other external (the senior academic body) and the majority of its committees. A
benchmarks in Wales and across the UK, such as those published decision by Senate in summer 2016 to permit sabbatical officers to
through the Teaching Excellence Framework (TEF). We recognise that be accompanied by a Students’ Union staff member (normally the
fee planning is an iterative process and we consult with our faculties Chief Executive) at academic committee meetings has provided for
and professional services, in addition to the Students’ Union, to gain greater continuity of approach and has supported the sabbatical
assurances that the commitments and targets set out are achievable. officers in making informed and influential contributions to decisions.
For the Fee and Access Plan 2019/20, we have also consulted the Coleg In a further key change introduced in 2017/18, there is also a student
Cymraeg Cenedlaethol about our proposed Welsh-medium targets. member of the new Corporate Policy Committee, which oversees the
operational aspects of fee and access planning.
The evaluation of our success in meeting the targets of previous fee
plans2 indicates that we have achieved targets in a range of areas. We
have, for example, been successful in encouraging participation in
outward study abroad opportunities (performance: 54, target 55) and The targets cited in this section relate to the Fee Plan
2
targeting such opportunities to learners from areas of deprivation 2016/17, for which an Annual Monitoring Statement has
(performance: 10, target 7). We have exceeded our benchmark for recently been completed.
the proportion of full-time undergraduates in receipt of the Disabled
Students’ Allowance (DSA) by an exceptional margin (performance: 3
In addition, targets relating to teacher training will no
18.2%, target 8.8%). Our target to support and increase the number longer feature in our Fee and Access Plans, but will instead
of graduate business start-ups has been exceeded by some margin be reported direct to the Department of Education. We have
(performance: 75, target: 50). These achievements have influenced our also removed several targets that were specific to previous
target-setting for the Fee and Access Plan 2019/20 and some targets years (for example, achievement of Stonewall accreditation).
5Through the Student Experience Department and working in The Students’ Union has made the following statement in support of
partnership with the Students’ Union, the University has made the Plan:
considerable efforts to achieve optimum participation in student
satisfaction surveys, and to ensure that the outcomes of such ‘The Students’ Union would like to thank the University for its
surveys are used systematically to target areas for improvement approach in developing this Fee and Access Plan. We have been
and investment. A similar approach is taken to other methods of fully consulted as part of this process and are pleased to endorse
gathering feedback, with an increased focus on one-to-one learner this document. We feel particularly strongly about the widening
engagement. The latter is undertaken via termly ‘feedback fortnights’ access elements contained in this plan and are looking forward to
where personalised feedback opportunities and interaction with a working with the University to achieve its targets, to widen access
variety of University staff members allow learners greater opportunity to higher education and enable learners to succeed.’
for involvement in decision-making, as well as a sense of ownership Rob Simkins, TSDSU Group President
of the direction of the University’s work. Survey data is also used
to target areas and focus groups to further explore issues and plan
solutions with learners. With the agreement of the Students’ Union,
and in the light of the wide geographical spread of our campuses,
the development of our Fee and Access Plan for 2019/20 has focused
on the feedback obtained through these mechanisms, together
with focused discussions with elected student representatives and
between the Policy and Planning team and the sabbatical officers of
the Students’ Union. Members of the Policy and Planning team have
also visited the London campus with the Students’ Union to seek
the views of London-based learners. Actions such as, for example, a
further review of the bursaries and scholarships package, are being
taken in response.
In November 2016 the Students’ Union produced its first annual
Academic Quality Report for consideration by the Senate. The report,
which won the NUS Education Award in March 2017, focused on the
theme of financial costs of study and prompted a range of actions by
the University, including a review of (and subsequent amendment
to) its current bursary package, the introduction of targeted support
in specific subject areas, and the production of more comprehensive
information about costs. Work continues in a range of areas and a
Senate review of progress will take place in May 2018.
To inform this Fee and Access Plan, we have also gathered information
from our further education partners, primarily through the reports of
the University’s Partnership Team Leaders (who meet learners as part
of their remit to oversee individual programmes offered at partner
institutions) and through the various learner voice mechanisms,
including surveys, that operate within individual institutions.
The work of the Partnership Team Leaders provides the University
with a continuous source of information about the learner
experience at partner institutions and, potentially, about any
barriers to participation that learners face. The development of our
Fee and Access Plan for 2019/20 has focused on the feedback
obtained through these mechanisms, and actions relating to, for
example, enhancing the higher education experience, have been
created in response. The Students’ Union is also in the process of
implementing a more systematic approach to engaging with
learners on franchised programmes.
We recognise that more can be done to enhance learner engagement
with the fee planning process as a continuing (rather than annual)
activity and welcome the recent publication of HEFCW guidance on
this matter.
4
Academic Quality Handbook 2017/18
Chapter 12: Student Representation,
Engagement and Support. For 2018/19,
a revised version of this chapter will be
Chapter 5 in the Handbook.
63. Our Under-Represented Groups
University of Wales Trinity Saint David
process of implementing a more systematic approach to engaging with learners on franchised
programmes.
We recognise that more can be done to enhance learner engagement with the fee planning
process as a continuing (rather than annual) activity and welcome the recent publication of
HEFCW guidance on this matter.
To inform the setting of targets for our Fee and Access Plan 2019/20, – and continue to feature - in key researchUniversity and policy documents,
of Wales Trinity Saint David
The Students’ Union has made the following statement in support of the Plan:
we have undertaken an analysis of learner enrolment, retention and including Towards 2030: A Framework for Building a World-Class
Proportion of full-time
achievement
‘The Students’data
Unionforwould
the UWTSD Group
like to thank and for for
the University higher education
its approach in
in developing post-Compulsory
this Education
undergraduate learners that System for Wales, the Welsh Government
WalesFeemore generally.
and Access Plan.This analysis
We have beenhas
fullyconfirmed
consulted as sixpart
groups
of thisthat are and are
process areStatement
Policy over 21 in 2016/17
on Higher Education and Universities UK’s The
to endorse this document. We feel particularly strongly about the widening UWTSD 62%
bothpleased
currently
access under-represented
elements contained in this planwithinand the
are UWTSD Grouptoand
looking forward the with the
working power of part-time. Supporting
Wales Average 44%
our mature learners by identifying
focus of national
University andits
to achieve sectoral priorities.
targets, to widen accessOurtotargets seek to increase
higher education and enable learnerstheirUKlearning
Average needs and45% life commitments will continue to be a key
to succeed.’ Rob Simkins, TSDSU Group President
participation of learners in these groups by identifying barriers to priority for us.
The proportion of mature part-time learners at UWTSD is in line with the average of all Welsh
success and continuing
3 Our Under-Represented Groups to develop and provide targeted support. higher education institutions (HEIs) but is, however, below the UK average as a whole:
The investment
To inform the settingtoofsupport
targets forthis activity
our Fee (equality
and Access Plan of opportunity)
2019/20, is
we have undertaken 3.3 Welsh learners from deprived areas
an
analysis of learner enrolment, retention and achievement data for the UWTSD Group and for Proportion of part-time
£7,112,826.
higher education in Wales more generally. This analysis has confirmed six groups that are undergraduate learners that
both currently under-represented within the UWTSD Group and the focus of national and
The are
proportion
over 21 inof Welsh learners who live in areas of deprivation (i.e.
2016/17
3.1 Part-time learners the UWTSD quintile of Lower
bottom 85% Super Output Areas in the Welsh Index
sectoral priorities. Our targets seek to increase participation of learners in these groups by
Wales Average 85%
identifying barriers to success and continuing to develop and provide targeted support. The of Multiple
UK AverageDeprivation or in Communities First cluster areas or in
90.5%
investment
A to support
significant this activity
proportion (equality ofHome
of UWTSD’s opportunity)
5
andisEU£7,112,826
undergraduate Communities First areas) studying at UWTSD has increased over the
We recognise that attracting and retaining mature learners continues to be a priority for the
learners study part-time. The UWTSD Group recruits a higher
Part-time learners
three year period 2013/14 to 2016/17. In the 2016/17 academic year,
Welsh Government: recommendations for the encouragement and support of mature learners
percentage of Home
A significant proportion of and EU undergraduate
UWTSD’s part-time learners
Home5 and EU undergraduate 21.5%
learners study part-time.
have of all Welsh
featured learnersto at
– and continue UWTSD
feature were
- in key from areas
research of deprivation.
and policy documents, including
than both the
The UWTSD Welsh
Group anda UK
recruits higheraverages:
percentage of Home and EU undergraduate part-time We recognise,
Towards 2030: A however,
Framework that this group
for Building continues
a World-Class to be under-
post-Compulsory Education System
learners than both the Welsh and UK averages: for Wales, the Welsh Government Policy Statement on Higher Education
represented in Welsh higher education as a whole, and that ourandownUniversities
UK’s The power of part-time. Supporting our mature learners by identifying their learning
Proportion of Home and EU percentage of learners within this category declined in 2016/17. Our
needs and life commitments will continue to be a key priority for us.
undergraduates that are activities seek to raise aspirations for learners and, crucially, to detect
part-time in 2016/17
UWTSD 31%
barriers
Welshand challenges
learners at an early
from deprived areasstage to implement appropriate
Wales Average 28.4% support
The mechanisms.
proportion of Welsh learners who live in areas of deprivation (i.e. the bottom quintile of
UK Average 20.6% Lower Super Output Areas in the Welsh Index of Multiple Deprivation or in Communities First
cluster areas or in Communities First areas) studying at UWTSD has increased over the three
However, the number of part-time learners has steady declined over the period 2013/14 to 3.4 Learners in receipt of the Disabled Students’
year period 2013/14 to 2016/17. In the 2016/17 academic year, 21.5% of all Welsh learners
However,
2016/17, both the number
within of part-time
the UWTSD Group and learners hassector
across the steady declined
in Wales. Recruiting part-time Allowance
at UWTSD were from(DSA)
areas of deprivation. We recognise, however, that this group continues
learners,
over theand supporting
period themto
2013/14 to 2016/17,
achieve their full within
both potential,the
is fundamental
UWTSD Group to our Mission,
to be under-represented in Welsh higher education as a whole, and that our own percentage
and we will continue to provide focused support for them through this Fee and Access Plan.of learners within this category declined in 2016/17. Our activities seek to raise aspirations for
and across the sector in Wales. Recruiting part-time learners, and We are fully committed to removing perceived barriers to higher
learners and, crucially, to detect barriers and challenges at an early stage to implement
supporting them to achieve
Mature part-time learners their full potential, is fundamental to our education for learners who require additional support and we have
appropriate support mechanisms.
Mission,
We are proudandofwe ourwill continue
record in relationtotoprovide focused(i.e.
‘mature’ learners support
those over forthe
them invested significantly in providing the tools to enable such learners
age of 21) and
the proportion
through this ofFee
Homeandand EU full-time
Access Plan. undergraduate learners in this category at UWTSD to is reach their full potential. This is a key area of strength for the
Learners in receipt of the Disabled Students’ Allowance (DSA)
substantially higher than the Welsh and UK averages:
UWTSD
We Group,
are fully and to
committed over the three
removing yearbarriers
perceived periodto2013/14 to 2016/17,
higher education for learners who
require additional support and we have invested significantly in providing the tools to enable
3.2 Mature part-time learners we have increased the percentage of full-time first degree learners
such learners to reach their full potential. This is a key area of strength for the UWTSD Group,
5 that receive DSA to levels that are significantly higher than the Welsh
Home is defined as those whose normal residence prior to commencing their programme of study was in and over the three year period 2013/14 to 2016/17, we have increased the percentage of full-
We are proud of our record in relation to ‘mature’ learners (i.e. those
the UK, and for the purposes of analysis includes Guernsey, Jersey and the Isle of Man. andfirst
time UKdegree
averages:
learners that receive DSA to levels that are significantly higher than the Welsh
over the age of 21) and the proportion of Home and EU full-time and UK averages:
undergraduate learners in this category9 at UWTSD is substantially
Proportion of full-time first
higher than the Welsh and UK averages: degree learners that receive
University of Wales Trinity Saint David DSA in 2016/17
UWTSD 18.2%
Proportion of full-time Wales Average 11.3%
undergraduate learners that UK Average 7.9%
are over 21 in 2016/17 University of Wales Trinity Saint David
UWTSD 62%
Proportion
Wales Averageof full-time 44%
undergraduate learners45%that 10
UK Average
are over 21 in 2016/17
UWTSD of mature part-time
The proportion 62% learners at UWTSD is in line with the average of all Welsh
TheWales
higher Average
proportion
education of mature
institutions 44% part-time
(HEIs) learners
but is, however, at UWTSD
below is in line
the UK average as awith
whole:
UK Average 45%
the average of all Welsh higher education institutions (HEIs) but is,
Proportion of part-time
however,
The below
proportion the
of mature
undergraduate UK average
part-time
learners thatlearnersas aatwhole:
UWTSD is in line with the average of all Welsh
higher education
are over 21 institutions
in 2016/17 (HEIs) but is, however, below the UK average as a whole:
UWTSD 85%
Proportion
Wales Averageof part-time 85%
undergraduate
UK Average learners that
90.5%
are over 21 in 2016/17
UWTSD that attracting and
We recognise 85%retaining mature learners continues to be a priority for the
WelshWales Average recommendations
Government: 85% for the encouragement and support of mature learners Home is defined as those whose
5
UK Average 90.5%
have featured – and continue to feature - in key research and policy documents, including normal residence prior to commencing
Towards
We 2030:that
recognise A Framework for Building
attracting and retaininga mature
World-Class post-Compulsory
learners continues to be Education
a prioritySystem
for the their programme of study was in the UK,
for Wales, the Welsh Government Policy Statement on Higher Education ofand Universities
We recognise
Welsh Government:that attracting andforretaining
recommendations the mature
encouragement learners
and supportcontinues
mature learners
and for the purposes of analysis includes
UK’s featured
have The power of part-time.
– and Supporting - our mature learners by identifying their including
learning
to be and
needs a priority forcontinue
the Welsh
life commitments
to feature in key
Government: research and policy
be a keyrecommendations
documents,
for Guernsey, Jersey and the Isle of Man.
Towards 2030: A Frameworkwill for continue
Building to priority
a World-Class for us.
post-Compulsory Education System
the encouragement and support of mature learners have featured
for Wales, the Welsh Government Policy Statement on Higher Education and Universities
Welsh
UK’s The learners
power from deprived
of part-time. areasour mature learners by identifying their learning
Supporting
The proportion
needs of Welsh learners
and life commitments who livetoinbeareas
will continue a keyofpriority
deprivation 7 of
for us.(i.e. the bottom quintile
Lower Super Output Areas in the Welsh Index of Multiple Deprivation or in Communities First
clusterWelsh
areas learners
or in Communities First areas)
from deprived areasstudying at UWTSD has increased over the threeAlthough the proportion of our learners in receipt of DSA is significant, 3.7 Other hard to reach groups
we acknowledge that that disabled learners are recognised sector-
wide as a hard to reach group. Continuing to provide a responsive and In addition to those identified above, we also recognise other under-
supportive environment to meet their needs and to enable them to represented groups in higher education including those:
complete their studies successfully is an important element of this Fee
and Access Plan. University of Wales Trinity Saint David • Living in workless households
• Experiencing ‘in work poverty’
Disclosure
Although the of mentalofhealth
proportion difficulties
our learners in receiptbyofstudents has shown
DSA is significant, year on that • Seeking asylum
we acknowledge
that disabled learners are recognised sector-wide as a hard to reach group. Continuing to
year increases from 2013/14 to 2016/17. Although our participation
provide a responsive and supportive environment to meet their needs and to enable them to
• Receiving an Educational Maintenance Allowance (EMA)
rate is consistent
complete their studieswith Wales and
successfully is an UK averages,
important weofrecognise
element this Fee andthat
Access Plan. • Being eligible for free school meals
participation levels remain comparativelyUniversity low in theofsector
Wales and that
Trinity Saint David • Being the first in their family to enter higher education
Disclosure of mental health difficulties by students has shown year on year increases from
supporttofor
2013/14 learners
2016/17. in this
Although ourcategory
participation israte
a key area of focus
is consistent for the
with Wales and UK averages, • Acting as carers
NUS
we andtheWelsh
Although
recognise Government.
proportion
that participation levels We
of our learners in seek
receipt
remain toofencourage
DSA is low
comparatively indisclosure
significant, and
we acknowledge
the sector and that
that support • Having a care background
that disabled learners are recognised sector-wide as a hard to reach group. Continuing to
participation
for through
learners in this categoryour
is a target
key areato ofincrease DSA-funded
focus for the NUS and Welsh mental
Government. We
provide a responsive and supportive environment to meet their needs and to enable them to • Being estranged from their families
seek
healthto encourage
complete support. disclosure
their studies and is
successfully participation
an important through
elementour
of target to and
this Fee increase
AccessDSA-funded
Plan. • Having a background of criminal convictions
mental health support.
Disclosure of mental health difficulties by students has shown year on year increases from
Proportion
2013/14 of first
to 2016/17. degree
Although Specific action to promote higher education opportunities and
our participation rate is consistent with Wales and UK averages,
studentsthat
we recognise disclosing Mental
participation equality of opportunity for such groups are not linked to specific
levels remain comparatively low in the sector and that support
Health in
for learners difficulties in 2016/17
this category is a key area of focus for the NUS and Welsh Government. We
UWTSD 3.3% targets in this Fee and Access Plan. However, our widening access and
seek to encourage disclosure and participation through our target to increase DSA-funded
Wales Average 3.3% Reaching Wider activity, and other engagement opportunities, will
mental health support.
UK Average 3.1% continue to focus on these areas, and we will continue to ensure that
Proportion of first degree our student services provision meets the needs of individual learners
students
3.5 Black, disclosing
Asian
Black, Asian and
and Mental
Minority
Minority Ethnic
Ethnic (BAME)
(BAME) learnerslearners within these groups.
Health
We enrol difficulties
higher in Home
levels of 2016/17 and EU full-time undergraduate black, Asian and minority
ethnicUWTSD
(BAME) learners than the 3.3% Welsh average, but we recognise that further opportunities
We enrol
exist Wales higher levels
Average the
to understand of3.3%
diverse Home andfaced
challenges EU full-time undergraduate
by this group and to provideblack,
targeted and
UK Average
appropriate 3.1%will enable us to move closer to the UK average:
Asian andsupport.
minority This, in turn,
ethnic (BAME) learners than the Welsh average,
but Proportion
we recognise that further opportunities exist to understand the
of undergraduates
diverse Black,
that Asian
BAMEand
challenges
are Minority
in faced
2016/17byEthnic (BAME)
this group learners
and to provide targeted and
We enrol
UWTSD higher levels of Home
13.3%and EU full-time undergraduate black, Asian and minority
appropriate
ethnic (BAME)
Wales
support. This,
learners than the
Average
in
Welsh average, but weus
10.6%
turn, will enable to movethat
recognise closer
furthertoopportunities
the
UK average:
exist to understand
UK Average the diverse challenges faced by this group and to provide targeted and
23.0%
appropriate support. This, in turn, will enable us to move closer to the UK average:
Analysis of degree attainment data for Home and EU full-time first degree learners clearly
shows Proportion of undergraduates
that attainment gaps exist for BAME learners across the sector, including at UWTSD.
that are BAME
The University in 2016/17
is working hard to provide enhanced opportunities for BAME learners to
study, progress and achieve. 13.3%
UWTSD
Wales Average
Learners studying through 10.6%the medium of Welsh
We are UK committed
Average to supporting 23.0%the Welsh Government’s vision of reaching a million Welsh
speakers by 2050. HEFCW has set a target of having 5,600 learners studying at least 5 credits
Analysis of degree attainment
of their course through the medium of data forWelsh
Homeby and EU full-time
2016/17, first degree
and 3,030 learners
learners studyingclearly
at least
Analysis
shows thatof degreegaps
attainment attainment data for
exist for BAME Home
learners and
across EUsector,
the full-time first
including at UWTSD.
40 credits in Welsh. In 2016/17, UWTSD Group delivered 43% of the target for Welsh HEIs
The
degreeUniversity is
learners working
clearly hard to provide enhanced opportunities for BAME learners to
for learners
study, studying
progress 5 creditsshows
and achieve. throughthat attainment
the medium gaps
of Welsh, andexist for BAME
delivered 15% of the Welsh
learners
HEI target across
Learners the sector,
for 40studying
credits. The including
number
through theof at UWTSD.
learners
medium WelshThe
ofchoosing University
to study is programme
part of their
working
through
We thehard
medium
are committed totoof
provide
Welsh has,
supporting enhanced
the Welsh opportunities
however, forand
fluctuated. Thisvision
Government’s Fee BAME learners
Access
of reaching Plan reflects
a million our
Welsh
continuingbycommitment
speakers 2050. HEFCW to encouraging
has andofsupporting
set a target having 5,600 thelearners
participation of new
studying and5existing
at least credits
to study, progress and achieve.
learners
of to follow
their course part orthe
through allmedium
of their programme
of Welsh byof study through
2016/17, and 3,030the medium
learners of Welsh.atThis
studying is
least
a key
40 part of
credits in our strategic
Welsh. commitment
In 2016/17, UWTSD to the
Groupculture of Wales
delivered 43% more generally.
of the target for Welsh HEIs
3.6learners
for Learners studying
studying 5 creditsthrough
through thethe medium
medium of Welsh
of Welsh, and delivered 15% of the Welsh
HEI target for 40 credits. The number of learners choosing to study part of their programme
through
We arethe medium of Welsh
committed has, however,
to supporting thefluctuated. This Fee and Access
Welsh Government’s visionPlanofreflects our
continuing commitment to encouraging and supporting the participation of new and existing
reaching a million Welsh speakers by 2050. HEFCW has set a target
learners to follow part or all of their programme of study through the medium of Welsh. This is
aofkey
having
part of5,600 learners
our strategic studying
commitment at least
to the 11 5 of
culture credits
Wales ofmore their course
generally.
through the medium of Welsh by 2016/17, and 3,030 learners studying
at least 40 credits in Welsh. In 2016/17, UWTSD Group delivered 43%
of the target for Welsh HEIs for learners studying 5 credits through
the medium of Welsh, and delivered 15% of the Welsh HEI target for
40 credits. The number of learners choosing
11 to study part of their
programme through the medium of Welsh has, however, fluctuated.
This Fee and Access Plan reflects our continuing commitment to
encouraging and supporting the participation of new and existing
learners to follow part or all of their programme of study through the
medium of Welsh. This is a key part of our strategic commitment to
the culture of Wales more generally.
8• Being estranged from their families
• Having a background of criminal convictions
Specific action to promote higher education opportunities and equality of opportunity for such
groups are not linked to specific targets in this Fee and Access Plan. However, our widening
access and Reaching Wider activity, and other engagement opportunities, will continue to
focus on these areas, and we will continue to ensure that our student services provision meets
the needs of individual learners within these groups.
4 Our Objectives
4. Our Objectives Putting Learners First
The learner is central to the UWTSD Group and our commitment to providing an excellent
learning experience is at the heart of our activities. We believe that education changes lives
and, working in partnership with the Students’ Union, we are committed to supporting learners
to achieve their potential within learning environments that are welcoming, inclusive,
supportive and secure. Our Fee and Access Plan is designed to support delivery of this aspect
of our strategic direction.
Our objectives are as follows:
4.1 Putting Learners First Welsh Government Investment
UWTSD objectives
Categories
The learner is central to the UWTSD Group and our commitment To provide all of our learners with a high a2 attract and retain students and potential
quality, supportive and inclusive learning students from under-represented groups;
to providing an excellent learning experience is at the heart experience to enable them to achieve a4 support and increase retention, progression
of our activities. We believe that education changes lives their full potential. and completion, particularly people from
and, working in partnership with the Students’ Union, we are low participation neighbourhoods, looked
committed to supporting learners to achieve their potential after children, care leavers and carers;
a5 improve the higher education experience
within learning environments that are welcoming, inclusive, for groups under-represented in higher
supportive and secure. Our Fee and Access Plan is designed to education;
University of Wales Trinity Saint David
support delivery of this aspect of our strategic direction. a7 provide high quality academic and welfare
Welsh Government
support Investment
to groups under-represented in
UWTSD objectives
Categories
higher education
Our objectives are as follows: b2 improve the quality of learning and
teaching, with reference to the quality of
the student experience;
b6 raise awareness of the value of higher
12
education to potential students;
To work in partnership with our learners to a4 support and increase retention, progression
encourage their full engagement with their and completion, particularly people from
programmes of study and their full low participation neighbourhoods, looked
participation in our decision-making after children, care leavers and carers;
processes. a7 provide high quality academic and welfare
support to groups under-represented in
higher education;
b2 improve the quality of learning and
teaching, with reference to the quality of
the student experience.
To continue to develop our portfolio of a1 promote and safeguard fair access to
programmes that are delivered flexibly, higher education, including identifying
allowing learners to access study individuals with the greatest potential from
opportunities in a manner that suits their under-represented groups;
lifestyle and commitments. a2 attract and retain students and potential
students from under-represented groups;
a3 raise the educational aspirations and skills
of people from under-represented groups
to support success in higher education;
a4 support and increase retention, progression
and completion, particularly people from
low participation neighbourhoods, looked
after children, care leavers and carers;
To contribute to the creation of a more a1 promote and safeguard fair access to
equal Wales through the promotion of higher education, including identifying
participation by under-represented individuals with the greatest potential from
groups, by providing accessible learning under-represented groups;
opportunities and by removing barriers to a2 attract and retain students and potential
participation, ensuring that those who students from under-represented groups;
choose to study with us are provided with a3 raise the educational aspirations and skills
of people from under-represented groups
excellent support throughout their period
to support success in higher education;
of study. a4 support and increase retention, progression
and completion, particularly people from
low participation neighbourhoods, looked
after children, care leavers and carers;
a7 provide high quality academic and welfare
support to groups under-represented in
higher education;
a9 contribute to Reaching Wider Partnerships.
13
9In order to deliver these objectives In order to deliver these We take pride in providing education to the highest number of
objectives during 2019/20, we will: care leavers in the Welsh higher rducation sector6, recognising the
particular challenges faced and supporting them to achieve their
• Work closely with schools, partners and community groups to potential through study. We will maintain a comprehensive support
build confidence, raise aspirations and increase participation of package for care leavers in higher education, including providing
potential learners from under-represented and hard to reach a designated staff contact, a care leavers’ bursary of up to £1,000
geographical and income groups. (total of £40,000 allocated), and offering year-round campus-based
• Deliver innovative and flexible courses of study that are accommodation if required. Termly meetings are held to discuss
developed in partnership with industry and professional support and provision for care leavers, with participation from the
accrediting bodies, that allow learners to study part-time and Students’ Union and the Reaching Wider Officer. As part of our current
are attractive to employers. Reaching Wider action plan, we will continue to deliver the BeThe#1
campaign: previous activities have included a series of short films with
• Enhance our learning centres at key strategic locations aimed
current learner and graduates of the University aimed at raising the
at widening access for learners from BAME communities.
aspirations of ‘Looked After Children’; current activity includes training
• Provide a competitive bursary and scholarships package that sessions with social workers and foster carers. We will also continue
targets areas of under-representation and hard to reach groups. to attend the Welsh HEI Care Leavers Network (CLASS Cymru) as a
• Respond agilely to anticipated changes to the learner support means of sharing best practice across the sector, and to contribute
system, introduced as part of the Diamond Review, aimed at to the Further and Higher Education Guide for young people in and
opening educational opportunities to learners who find the cost leaving care in Wales, produced by the South West Wales Reaching
of study prohibitive. Wider Partnership. We are contributing to the development of a new
• Ensure that our student support services at all learning centres Reaching Wider Strategy for our region, aligned to HEFCW guidance,
provide specific, targeted support to meet the needs of learners and will be allocating the required proportion of our tuition fee
from under-represented groups. income for 2019/20 to Reaching Wider activities.
As a key means of widening access, we have identified opportunities
• Identify groups that are most likely to leave higher education
to expand the delivery of our Certificate of Higher Education (CertHE)
so that we can tailor learner support accordingly, and ensure
in Skills for the Workplace programme. This programme was originally
that learners are able to access available financial, welfare and
delivered at community locations in South Wales and, subsequently,
tutorial support.
at our London campus. Following market research, we have identified
• Continue to foster inclusive learner environments. Cardiff and Birmingham as additional learning centres and work
• Deliver our Strategic Equality Plan and work closely with the has been undertaken to develop closer relationships with specific
Students’ Union to fully support NUS campaigns centred on communities in those locations, focusing on raising awareness of
protected characteristics, and mental health and wellbeing. the opportunities that are available. The programme is proving to
be successful in encouraging participation from BAME and mature
Our close work with schools, partners and community groups seeks to learners, and has enabled us to diversify our learner profile: around
raise aspirations and increase participation of potential learners from 84% of learners currently studying for the CertHE in London and
under-represented geographical and income groups. Our faculties, Birmingham are BAME and 98% are mature. The programme provides
schools liaison and widening access teams will continue to deliver learners with a recognised qualification but also with a progression
innovative, educational and aspiration-raising engagement, including route to further study at Levels 5 and 6, and we will provide the
the continuation of activities such as Girls into ICT, Arts after Dark, support necessary to enable all learners, at locations in Wales and
Poetry in Motion, and the 6th form conference in Lampeter. elsewhere in the UK, to complete their programme of choice and
to achieve their aspirations. We will continue to develop and offer
We will support learners through a competitive bursary and innovative programmes such as this: a companion CertHE in Health
scholarship package. At a national level, it is anticipated that the and Social Care will be delivered and we are exploring opportunities
introduction of the new support system, following the Diamond to establish integrated foundation programmes in the Humanities.
Review, will open educational opportunities to learners who would We will also explore opportunities to deliver more programmes, such
otherwise have found costs prohibitive, and we will act swiftly to as a BSc in Mental Health, in community locations and to expand our
ensure that such opportunities are publicised and that we are able flexible provision in Early Years Education.
to support potential learners to access the financial support that
is available. The UWTSD Group is committed to removing barriers to participation
and creating inclusive learning environments, and we are proud of
Our activity is set against a national trend of falling part-time study our achievement in having significantly increased the percentage
numbers, and our learner numbers have not increased. It is hoped of full-time first degree learners that receive DSA. We will continue
that, on a broader level, the introduction of maintenance loans for to enhance our processes for assessing the specific requirements of
part-time learners, alongside the tuition fee grant, childcare grant and individual learners to ensure that, where a disclosure has been made
other financial assistant packages, will make higher education a more in advance, the resources needed are provided at the start of their
attractive and realistic option for aspiring part-time learners. programmes of study. An area of declared disability that has shown
year on year increases from 2013/14 to 2016/17 is mental health. We
We recognise that part-time learners continue to face a range of work closely with learners to help them manage their difficulties and
challenges to participation, including the scheduling of caring and coordinate the range of support available both within the University
work responsibilities around teaching and learning activities. In and in the wider community. Fee and Access Plan funding has already
response to learner feedback, our targeted provision will continue to enabled us to increase the number of mental health support workers
include bursaries for childcare and part-time study costs. We will also across our campuses, and we will continue to provide one to one
provide comprehensive support packages for young adult carers. support, drop-in sessions, and training for staff. We will also provide
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