Outcome Agreement 2019 20 / 2021 - Robert Gordon University
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Outcome
Agreement
2019/20
2019 - 20to 2021/22
/ 2021 - 22
OUTCOMEAGREEMENT
OUTCOME AGREEMENT 2019
2019 - 20
- 20 / 2021
/ 2021 - 22- 22 INTRODUCTION
Introduction
The Robert Gordon University has a mission to transform
individuals and communities by providing demand-led
teaching and research to contribute to economic, social
and cultural development regionally, nationally and
internationally. This Outcome Agreement articulates how
the university intends to fulfil this mission over the three-
year period of the Agreement. The implementation of
the university’s strategy aligns closely to the five priorities
of the Scottish Government, and of the Scottish Funding
Council, summarised at the end of this introduction.
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OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 INTRODUCTION
The university is known for its accessibility, by the university. The university is also The university has grown the numbers
approachable staff, high quality teaching one of the largest providers of creative Access to education of MD20 students enrolling in each
facilities on its Garthdee campus industries graduates in Scotland and has The university is proud of its record of successive year. The 2017/18 intake of
and, crucially, for the closeness of its played a pivotal role in the development affording access to higher education MD20 students was 161 representing the
relationships with employers, professions of Aberdeen City’s new cultural strategy. in the north-east of Scotland. The largest cohort of MD20 students recruited
and industry. Its reputation for teaching university’s achievements in access are at the university. Given the university has
excellence is demonstrated through its The university’s reputation and impact significant. The university has the highest a strong focus of regional recruitment in a
Gold award in the UK Teaching Excellence reaches well beyond its region. It is one population of students with a disclosed region with low numbers of MD20 school
Framework. The university is proud of of the largest providers of Graduate disability of all universities in Scotland and students, this creditable performance
its sector-leading partnership with its Apprenticeships in Scotland with its one of the highest BME intakes (larger emphasises the significant recruitment of
regional college, the North East Scotland recruiting reach stretching well beyond than the proportion of the local school such students from out with the region.
College (NESCol) which is formally the north-east of Scotland. It is one leaving population). The university’s
recognised as an associate college of the of the largest providers of distance record for providing access to learning
High quality learning
university. This relationship continues to learning in the UK – a provision with has for care experienced learners is strong.
flourish through the development of the significant reach internationally. This Student retention for these groups of The university prides itself on the
new TWO PLUS initiative. international reach is further amplified in students is above the Scottish sector professional-focused and relevant
the approach to sector level international average. curriculum it provides learners. The
The university is proud of its reputation economic development through projects university has strong and extensive links
as a regional university. It is the first such as the university’s work with the The university’s sector-leading with professions, employers and industry.
choice destination of students living Mexican Government to support skills partnership with NESCol enables This has led to many distinctive features
in Aberdeen City and Aberdeenshire development in the hydrocarbon sector. one of Scotland’s largest cohorts of of the university’s provision – one of the
for higher education. The university articulating students to enrol with most important is the emphasis on work-
plays a significant role in the life of the The university is one of the leading advanced standing each year in the based learning through work placement
region. Through its considerable health universities in the UK for positive university. This partnership has individual or work-based projects present in almost
and social care provision, it is the main destinations of its students post- course level agreements with the vast all of the university’s undergraduate
source of graduates for NHS Grampian. graduation with consistently high majority of the university’s provision. curriculum. As global society addresses
The agility and responsiveness of the performance in employability statistics. This is supplemented with agreements the challenges and opportunities of the
university to labour market requirements In the last year the university has regained with individual colleges out of the region fourth industrial revolution, the university
is reflected in the fact that it was the its position as the top university in in subject areas where recruitment to is now seeking to further enhance
first university in the UK to introduce Scotland for employability (and equal NESCol has been traditionally lower. students’ evidencing of their professional
integrated master’s provision in the allied fourth in the UK). It is in the top 10% of all and associated metaskills, as well as
health professions. The university plays a UK universities for sustained employment
significant role in providing graduates to and graduate earnings and is consistently
the oil and gas sector and its supply chain ranked highly in the UK in these metrics
and is playing an active role in maximising across all its subject provision. The
the economic recovery of the region university’s reputation for employability
through its engagement in the City Region is more than just national: the QS World
Deal. Over the course of the next few Rankings placed the university 34th in the
years this engagement will see the launch world for graduate employability.
of the National Subsea Centre hosted
1 ST
‘1ST IN SCOTLAND AND
EQUAL 4TH IN THE UK 2018
FOR EMPLOYABILITY.’
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OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 INTRODUCTION
environment visualisation; industrial
‘ THE UNIVERSITY IS
biotechnology; and smart data and
ONE OF A HANDFUL OF artificial intelligence.
SCOTTISH INSTITUTIONS
THAT HAVE In making these investment decisions
CONSISTENTLY SCORED the university has sought to advance
research capacity in areas where it can
ABOVE ITS
make an impact on regional or national
BENCHMARKED policies and economic development. This
EXPECTED is reflected in the collaborative approach
PERFORMANCE IN the university has taken as part of the City
THE NATIONAL Region Deal and with industry partners
in the development of a National Subsea
STUDENT SURVEY.’
Centre hosted by the university which will
launch in 2019.
embedding digital skills and innovation
into the curriculum. This is reflected in Knowledge exchange
the university’s unparalleled reputation and innovation
in Scotland for employability which is
articulated above. This year has seen the launch of a new
programme of support to develop
Student satisfaction with the university’s entrepreneurial activity amongst staff,
courses is a notable feature. The students and recent graduates. This
university is one of a handful of Scottish activity will see a wide range of innovation
institutions that have consistently scored and start-up support and the launch
above its benchmarked expected of the new RGU Accelerator which will
performance in the National Student be co-located with Opportunity North
Survey. One of the hallmarks of the East’s Digital Entrepreneurship Hub at
university is the approachability of staff – the university’s Schoolhill building in the
academic and support – which is reflected centre of Aberdeen.
in the scores for academic support which
are significantly above the benchmark. The university has traditionally had a
As would be expected given the strong focus on industry engagement
university’s reputation for employability, it regionally, particularly through the
university’s University Innovation Fund university to develop its financial resilience
scores well in surveys relating to the level regional strengths in oil and gas
annual plan for 2019/20. and commitment to sustainability which is
of careers support and industry relations. production, and internationally as well.
articulated in more detail later in
The university has structured its business
Sustainable institutions this Agreement.
Impactful research development activities around sector
portfolios with a business development The university is a well-governed
The university is seeking to grow its As part of the process for developing
manager heading each one up. This institution which is compliant with the
globally impactful research. This ambition this Outcome Agreement, the narrative
approach is one which is unique in Scottish Code of HE Governance and
is underpinned by the university’s recently and targets included in this document
Scotland and will see the university lead is currently progressing the necessary
agreed investment plan to develop have been considered, in depth, by
in the development of a sector approach changes to its statutory instrument
research capacity in key areas of existing the university’s Academic Council. This
to skills gap analysis and demand-led and other governance documents. The
strengths: sustainable transport; built involves elected student representatives.
interventions to address these. This oversight and challenge afforded by the
approach is further detailed in the Board as a critical friend enables the
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OUTCOMEAGREEMENT
OUTCOME AGREEMENT 2019
2019 - 20
- 20 / 2021
/ 2021 - 22- 22 ACCESSINTRODUCTION
TO EDUCATION
Access to Education
The university is proud of its record of affording access
to higher education in the north-east of Scotland. The
university’s achievements in access are significant. The
university has the highest population of students with
a disclosed disability of all universities in Scotland and
has one of the highest BME intakes (larger than the
proportion of the local school leaving population). The
university’s record for providing access to learning for
care experienced learners is strong. Student retention
for these groups of students is above the Scottish
sector average.
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OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESSINTRODUCTION
TO EDUCATION
entrants) represented the ninth largest disability of all universities in Scotland enrolling students. This is predominantly
‘THE UNIVERSITY HAS THE cohort in Scotland. The university has a and has one of the highest BME intakes carried out in partnership with many
HIGHEST POPULATION strong focus on regional recruitment in a (larger than the proportion of the local stakeholder organisations across
region with low numbers of MD20 school school leaving population). The university the north-east region, including local
OF STUDENTS WITH A
students, and this was the original reason is actively engaged with the Scottish authorities and colleges, ensuring the
DISCLOSED DISABILITY why the Commission for Widening Access Race Equality Network Forum to further most deprived learners are reached and
OF ALL UNIVERSITIES originally indicated that a 10% target for address representation of minority ethnic supported effectively through a targeted
IN SCOTLAND.’ some northern universities (including this groups. Furthermore, the university’s and sustained programme
university) may not be suitable. Despite care experienced student numbers have of engagement.
these regional challenges, within this continue to increase, comparing well
The university’s sector-leading Outcome Agreement, the university against other Scottish universities. One of the key approaches when it
partnership with NESCol enables one of remains committed to achieving the comes to recruiting those from protected
Scotland’s largest cohorts of articulating target that by AY 2020-21, 10% of full- Numbers of MD20/40 students have characteristic groups is college and
students to enrol with advanced time Scottish-domicile undergraduate also steadily increased. Throughout school engagement. Notably the
standing each year in the university. entrants should be from MD20 postcodes, 2017/18 the university met its MD40 university’s partnership with NESCol is
This partnership has individual course and this document describes a range headcount and proportion targets, sector leading and provides students
level agreements with the vast majority of activities through which we will deliver recruited its MD20 headcount target with a number of seamless articulation
of the university’s provision. This is this. Over the period of this Outcome but missed its MD20 proportion target pathways in a range of subjects, further
supplemented with agreements with Agreement, the university is developing a by 0.2% due to a rise in the total number information on articulation can be
individual colleges out of region in subject better understanding of the MD20 cohort of Scottish undergraduate entrants to found later in this Outcome Agreement.
areas where recruitment to NESCol across the region by making better use of the university. This is despite there being The university works in partnership
has been traditionally lower. Over the alternative indicators of deprivation, such a smaller number of such postcodes in with Aberdeen City and Aberdeenshire
period of this Outcome Agreement, the as identifying learners in receipt of free the region; currently only 5% (233) of the Councils to identify partner schools and
university will intensify its collaboration school meals, and will use this intelligence 4,306 school leavers in Aberdeen City care experienced young people. This
with existing partners to establish new to petition the SFC and the Scottish and Aberdeenshire fall into the MD20 has allowed partnerships to develop with
articulation routes. The university will also Government with regard to expanding the category. For context, this is just 9% of seven schools in the region – including all
extend its network for partner colleges basket of measures currently in use that the total MD20 school leavers from the four SHEP (Schools for Higher Education
and review the circumstances of the define those living in poverty. city of Glasgow. The university has a Programme) schools with a history of low
university’s non-articulating HN entrants. strong focus on regional recruitment so participation in higher education.
Nevertheless the headcount targets for Supporting those from its performance in this area reflects the
articulation with advanced standing in significant recruitment of students from Work has been developed collaboratively
this Outcome Agreement are very slightly
protected characteristic
outside the north-east of Scotland. The with these schools and is tailored to meet
lower than in previous years. In part, and under-represented university continues to be committed to their needs. Activities include:
this reflects increased competition for socio-economic groups into further achieving progress in this area,
articulating students across Scotland but higher education supporting the Scottish Government’s • The Northern Lights programme
it is mainly driven by a declining number ambition to increase the uptake of which supports Aspire North, one of
of HN enrolments at its most significant The university has undertaken significant higher education among groups that four regional programmes created to
articulation partner college. work to address under-representation are traditionally under-represented at provide targeted support to schools
from protected characteristic and under- university. with a progression to higher education
The university has grown the numbers represented socio-economic groups rate of 22% or below. It works with S1
of MD20 students enrolling in each such as MD20/40, BME, care leavers, and Meeting these targets is the responsibility and S2 pupils who have been referred
successive year. The 2017/18 intake of those with a disclosed disability. of the entire university. This sees the by these schools and have the
MD20 students was 161, representing the delivery of a number of outreach activities potential to achieve higher education
largest cohort of MD20 students recruited Currently, the university enrols the highest with schools and communities to provide entry but are at risk of not fulfilling
at the university, and on headcount proportion of students with a disclosed advice and guidance for applicants and this potential. Initial sessions are held
(rather than proportion of Scottish
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OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESS TO EDUCATION
to introduce pupils and their parents
and carers to the programme and the
staff involved. Pupils then partake in
five engagement sessions throughout
the school year; these are designed to CASE STUDY ONE
maximise the potential, and develop
the confidence of participants, with
reflection encouraged at each stage. Widening access coming full circle
This programme has now been
expanded to include three schools.
The university is looking to expand the
reach of this programme to eligible
pupils across all city schools and
targeted schools in the shire. It is also
planning to engage with S3/S4 pupils;
engaging with S1-S4 pupils ensures
they are better informed when making
their subject choices.
• The ACES (Access to Creative
Education in Scotland) programme
supports students from MD20/40 ACES programme (Art & Design and
backgrounds from schools with an Architecture); Communication and
average progression rate to higher Media; Computing; Engineering; Health
education below the national average. Professions; Law/Law & Management; A common theme throughout RGU’s Throughout her studies, Jade won
The aim is to increase the number of Life Sciences; Nursing and Midwifery; history is widening access to education. awards for her work and regularly
entrants from those backgrounds and Tourism, Hospitality and Events. All This is a strong strand of the university’s praised the quality of the support
into high demand professional degree programmes offer practical subject- current strategy, demonstrated by its services offered by the university that
courses. Currently, the subject offer focused sessions and support sessions comprehensive programme of widening aided her in achieving success. In her
includes Art & Design and Architecture. delivered by the university’s academic access initiatives. The impact of these third and fourth years of study she acted
teaching staff. They run once a week initiatives is shown best through Jade as an ambassador for the university’s
• The Access To programme seeks to from September to December after Gilbert, a talented award-winning artist Access To programme, encouraging
widen access to higher education school and the cost of all materials, who graduated with a first class Honours participation in higher education
for students who are often under- refreshments and transport are met by Degree in Contemporary Art Practice for students who are often under-
represented in universities. Funded by the university. Students on the Access in 2018, and was highly commended in represented in universities. She is now the
the SFC, the university has developed To programme also become Associate the BP Fine Art Award. Jade has been Youth Engagement Assistant within the
a range of nine programmes designed Students, an initiative pioneered by the supported in her studies by the university university’s Access and Articulation team
to support talented and committed university and now mandatory across since secondary school; through her where she works to evolve the current
S5 and S6 pupils who aim to study at all Scottish universities. This gives them participation in the university’s Access support offering in line with the needs
degree level. These programmes cover: access to the university’s library and to Creative Education in Scotland of students. She does this alongside
subjects included in the university’s support services. programme and a scholarship from developing her individual art practice
Baillie Gifford, coordinated through and achieving success in commissioned
the RGU Foundation, the university’s work; notably her final degree show piece
philanthropic fundraising arm. has been acquired by the Aberdeen Art
Gallery where it will be exhibited upon the
opening of the new facilities.
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OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESSINTRODUCTION
TO EDUCATION
By engaging with pupils throughout their Aberdeen City and Aberdeenshire within three and four only, designed to build
secondary education, the university is specialist groups and also as part of the and expand upon the knowledge and ‘THE UNIVERSITY’S
able to build positive relationships with university’s widening access programme. technical skills gained during the HND at SECTOR-LEADING
pupils and parents/carers throughout Additionally, if these students meet NESCol. PARTNERSHIP WITH
their school career. the access thresholds, they are always
NESCOL ENABLES ONE
offered a place at the university. In 2017/18, the university strengthened
The university’s funded Scottish-domiciled its partnership with NESCol even further
OF SCOTLANDS LARGEST
undergraduate population has tended Increasing the number with the signing of the TWO PLUS alliance, COHORTS OF
to be younger than the Scottish sector which aims to build on the effective and ARTICULATING
of students articulating
average (having a greater proportion inclusive tertiary education system in STUDENTS TO ENROL
of under 21 year olds), this is a reflection to university with north-east Scotland. The TWO PLUS
WITH ADVANCED
of the generally buoyant regional advanced standing. alliance will add value by:
economic circumstances. The area of
STANDING EACH YEAR.’
the university’s undergraduate provision Building on a long-term commitment • Developing a unified tertiary model
which has a larger number of students to widening access, the university has from the skills-rich education in the employment, it would be the first of its
aged over 21 in subjects leading to well-established articulation links with north east, inspiring and supporting kind in Scotland. The group is also looking
careers in the health and social care a number of educational institutions, learning that transcends institutional to adopt a joint programme of support
professions. The university has observed resulting in 90 course level agreements barriers. for S5/S6 school pupils, looking to move
that mature students tend to continue to across all schools in the university. into further and higher education. This
work while they study and it is notable that Notably, the partnership with North East • Ensuring clear understanding is a response to recommendations in
amongst Scottish online learners, the over Scotland College (NESCol) is commonly of routes of learning for young the Learner Journey Review, providing
35 year olds are the largest age group. seen as one of the strongest such people and providing clear advice more coordinated bridging and transition
partnerships in Scotland, enabling one of and guidance on the progression programmes. It is targeted at S5/S6 pupils
Scotland’s largest cohorts of articulating pathways available. in the region that are under-represented
Recruiting those from care in higher education. The development
students with advanced standing to enrol
experienced backgrounds at university. • Building capacity for education of new pathways in health is also being
and supporting them in through leadership in the region discussed. These pathways will help
completing their studies This is made possible through the and nationally, connecting with the to address the sector’s skills needs
university’s Degree Link programme, Scottish Government and its agencies, (currently there are 450 vacancies in the
a partnership that allows students to and with local authorities. NHS regionally), and also support the NHS’
As mentioned above, close links are
study first at college and then complete aspiration to deliver a Transformative
maintained with the Aberdeen City
and Aberdeenshire Councils to identify
a degree without any time loss. Currently, • Introducing new ways of harnessing Healthcare Approach, allowing further
43 pathways have been created across the creativity of staff and students training and development opportunities
pupils who are from care experienced
a range of subjects, allowing students and capitalising on development for staff.
backgrounds. The university is
to seamlessly progress to the university, opportunities with the public sector,
represented on the Aberdeen Champion
from HNC to second year and from HND business, and government. In addition to the partnership with NESCol,
Board, led by care experienced young
to third year. The unique relationship the university has 32 agreements with
people themselves. This allows the
between the university and NESCol Discussions are currently being held Dundee and Angus College across
university to stay in tune with the needs of
has allowed the university to respond by the TWO PLUS steering group to a range of the university’s provision.
care experienced young people, providing
to demand for progression pathways identify enhanced areas of collaboration. Furthermore, the university has sought
the opportunity to ensure that its services
where routes were not available, or where The development of an integrated to develop a series of agreements
are adequate and meet their needs.
curriculum mapping for degree courses apprenticeship pathway is one proposed around particular subject areas with
Furthermore, through the university’s
was unsuccessful. A number of top-up priority. This will enable young people to colleges out with the north-east of
Corporate Parenting Plan, support is
degree courses have been developed embark on a Foundation Apprenticeship Scotland. This includes with Fife College
provided directly to care experienced
in Computing, Sports Coaching, and in school and progress to a Graduate where the university has five articulation
learners. This is promoted across
Commercial Photography for stages Apprenticeship whilst in full-time agreements in Fashion Management,
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OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESSINTRODUCTION
TO EDUCATION
Architectural Technology and Quantity information on this can be found
Surveying, with further routes being later in section one of this Outcome
explored. The university is also seeking Agreement. The university is committed
to develop an articulation agreement to undertaking further work to support
with Glasgow Clyde College in the Art and these groups, ensuring all students feel
Design subject area. In the area of Nursing they have the tools they need to achieve
and Midwifery, the university has a series success and become truly adaptable.
of advanced entry agreements with the
associate colleges of the University of
the Highlands and Islands. This provides
Supporting the mental
a link for a number of students from health and wellbeing of
Moray into the university’s adult nursing students and staff
provision. These additional routes provide
a solid foundation for the university to The university creates a culture within
widen its reach outside of Aberdeen City its community that promotes and
and Aberdeenshire, strengthening its supports positive wellbeing. This is
commitment to meet MD20/40 targets. underpinned by a new Student Mental
Health Agreement created in July 2018
The university is committed to building data available for 2016/17 shows that live outside the city; accommodation and signed by the university and the
on these partnerships and continually all eleven protected characteristics is available for care experienced students’ union. Spearheaded by the
looks for new opportunities to extend groups out-performed the Scottish students for 50 weeks of the year. then Student President of Education and
reach, ensuring that an education at the retention target, and seven groups met All care experienced students have Welfare, it sets out the university’s and
university is accessible to all students, no or exceeded the university’s target. ongoing access to a dedicated contact the union’s commitment to improving
matter their background. The highest retention rate was for for pastoral and financial support. the mental wellbeing of all students and
care experienced students with 100% The university has also established a staff, aiming to change perceptions of
Improving retention and completing their studies, recognising the dedicated support initiative called Here mental health amongst the student
outcome for students from university’s high quality student support for You which regularly contacts all wider community, challenge any negative
services. Over the last few years, internal access students to check on progress attitudes, and promote positive outcomes
disadvantaged and
monitoring suggests that across the and ensure they are aware of the support and supportive strategies to maximise
under-represented whole of the university’s undergraduate services offered. the student and staff experience.
socio-economic groups student population, academic failure Furthermore, on University Mental
rates amongst disabled students has The services offered are a key aspect Health Day, the university announced
Retention and achievement is monitored halved from 7% to 3.6%. of making students feel supported as the launch of Peer Support. This is a
regularly as part of the university’s course they navigate their studies and grow as student-led support group that facilitates
appraisal process, further information These results are down to the continual individuals. The university proactively discussion around wellbeing and mental
is provided in the second section of this enhancement of the support services engages with students to ensure that health. The launch of Peer Support
Outcome Agreement. The university offered by the university which are many of the services available are follows the creation of the university’s
has the same target for all protected designed to improve retention and meet designed and developed in partnership, Mental Health Agreement which aims to
characteristic groups reinforcing the the needs of these under-represented the university’s Student Mental Health raise awareness and promote positive
institution’s strong belief in equality and groups. A package of care is offered to Agreement is a key example, further wellbeing for staff and students.
diversity. In 2017/18 this target was 92%, students from disadvantaged and under-
100 %
which is above the Scottish target and represented socio-economic groups ‘THE HIGHEST RETENTION RATE
recognises the university’s strategic which includes an enrolment pack, free WAS FOR CARE EXPERIENCED
commitment to support students to or discounted accommodation to MD20
STUDENTS WITH 100%
reach their full potential. The most recent and care experienced students who
COMPLETING THEIR STUDIES’
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OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESSINTRODUCTION
TO EDUCATION
The university also actively promotes the UK Healthy Universities Network, an
resilience and mindfulness and this saw organisation that provides guidance
the launch of an annual resilience week in on implementing a ‘whole university’
November 2018, a result of the university’s approach to health, wellbeing and
student partnership initiative. Resilience sustainability. Liaising with these groups
CASE STUDY TWO Week aims to support emotional also ensures that advice stays up-to-
wellbeing amongst students and staff. date and relevant. All main canteens
Supporting mental health Additionally, a resilience network was on campus have achieved a healthy
created in 2015 for student-facing staff living award, a sign that the university
and wellbeing with a core purpose to build a dialogue
around mental health and wellbeing,
is committed to ensuring that it is easy
for students and staff to eat healthier.
offering further support to staff to Additionally, staff are encouraged to
Promoting and supporting positive encourage students to talk to them, partake in regular campus walks to get
wellbeing is crucial to creating a helping students to seek advice when away from their desks, reduce sitting
truly inclusive environment, ensuring they need it. This focus on resilience has time, and socialise with their colleagues.
students and staff have the resources also seen the creation of Mental Health Furthermore, RGU Sport boasts modern,
at hand to seek help when they need it. Movie Monthly, a now well-established world-class sporting facilities and services
Consequently, the university has rolled social platform that aims to showcase that are easily accessible to both staff
out two core initiatives to address one free film each month. These films and students with expert advice on
mental health and wellbeing, including are used as a platform for facilitated exercise and wellbeing available
gender-based violence. Both have been discussion around mental health issues. from staff.
drafted in partnership with the student Additionally, the university has launched
community and according to national university announced the launch of Peer Snack and Chat, a weekly lunchtime
Support. This is a student-led support
Working with students
guidance. session for students experiencing
group that facilitates discussion around loneliness and isolation. A weekly drop-in and staff to prevent and
The new mental health agreement makes wellbeing and mental health. outreach counselling service at student eradicate gender-based
five commitments to the student and halls is also available, this allows students violence
staff community. These are centred on Additionally, the university created a to meet with Counsellors and a Student
exploring mechanisms to identify those detailed gender-based violence action Wellbeing Advisor to talk over any issues The university has a zero tolerance
at risk of poor mental health, putting in plan called Speak Up Speak Out to they may have, such as homesickness, approach to gender-based violence and
place early intervention strategies and reinforce its zero tolerance approach family issues, sexual identity, mental is committed to providing a working and
identifying pathways to appropriate to this issue. The campaign was the health, or difficulty settling into university learning environment where everyone is
support. This includes creating university’s own interpretation of life. The university also continues to treated with dignity and respect. This has
opportunities to normalise conversations the Scottish Government’s national support Nightline, a student listening seen the creation of a detailed gender-
around mental health, actively campaign and was created in service open from 8pm to 8am run by based violence action plan called Speak
encouraging groups and activities partnership with the student’s union. student volunteers. Up Speak Out. This is the university’s own
to increase a sense of belonging, It focuses on the promotion of a new individual interpretation of the Scottish
delivering sessions which help individuals web-based information platform called To promote health and wellbeing the Government’s national campaign. It
confidently address their own mental Report and Support. This intuitive university is reinvigorating its Healthy shows that the university takes an active
health, and increasing the promotion of platform provides students with a wealth Universities Working Group, Fit for the stand against gender-based violence in
internal and external support services. of information on gender-based violence Future, throughout 2018/19. This is a all its forms and highlights the support
Plaques outlining the agreement and and lets them know of all of the support programme to promote a coordinated available from trained first responders
the five commitments can be found at services available to them. Significantly, approach to the health and wellbeing of on campus as well as from other sources.
strategic points of high traffic throughout the Speak Up Speak Out campaign was students and staff across the institution. Significantly, the Speak Up Speak Out
the university’s campus. Furthermore, shortlisted in the NUS Scotland Awards Currently, the university is engaged with campaign was shortlisted in the NUS
on University Mental Health Day, the 2019 as Campaign of the Year.
16 17OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESSINTRODUCTION
TO EDUCATION
Scotland Awards 2019 as Campaign of • Information that outlines exactly what Proactively addressing university’s Gender Equality Champion
the Year. consent is and what it is not. and the Director of Student Life.
gender imbalances in
• The university’s safe taxi scheme, programmes Additionally, to fully address issues of
letting students know how to get gender imbalance, the university has
home in an emergency if they don’t The university’s strategic commitment identified a number of subject areas
have access to any money (the to building a culture of access and in which there is an imbalance, these
scheme advises students to order a inclusion also incorporates work carried include Computing Sciences, Engineering,
taxi with a specific firm, and exchange out to address gender imbalance. The Subjects Allied to Medicine, Creative Art
their student card for a receipt. The university is committed to proactively and Design, and Social Studies. A wide
taxi fare can then be paid at the union addressing this across its student and range of actions have been undertaken
at a later date and the student card staff communities in order to deliver equal to reduce severe gender imbalances and
returned). opportunities for all, contributing to SFC this work is coordinated across individual
targets on extreme gender imbalance. Schools, Marketing, Communications and
• Ask for Angela, a national campaign Student Recruitment. Some key activities
The approach was developed in aimed at helping those who feel To address gender imbalances include: the School of Engineering has
partnership with Equally Safe, creators unsafe when on dates. amongst the student population, the undertaken a review of course materials
of the Higher Education Toolkit to university is continuing to develop and to deliver gender neutral classrooms;
challenge gender-based violence The online platform also provides access implement an institutional Gender the School of Nursing & Midwifery
which is being trialled at the University to a web-based reporting system that Action Plan (iGAP). This plan is influenced participated in a joint study with the
of Strathclyde, Glasgow and Clyde allows users to report anonymously by the ambitions of the SFC; to half NHS and higher education providers to
Rape Crisis, and Rape Crisis Grampian. or seek out an advisor. The university the number of subjects with extreme understand the influences and causes of
It has seen the development of the is carrying out a period of continual gender imbalance by 2025/26, and male recruitment and retention issues in
university’s own toolkit and a framework monitoring of this new system. This to reduce the gap in male and female Nursing; Gray’s School of Art is developing
and implementation plan to tackle and includes monitoring reporting levels, participation in undergraduate study a contextualised interview process and
respond to gender-based violence across student awareness, and using website to 13.6% by 2019/20. The university received funding for a Mobile Art School
the institution, in line with the Equally analytics to measure usage. This will currently has a participation gap of 26% to visit primary and secondary schools
Safe recommendations. The university’s ensure that the system stays fit for and will work towards reducing this gap to provide careers information; plus the
approach to gender-based violence is purpose. by implementing actions through its use of female engineering and computing
also covered under its Dignity at Work widening access agenda and iGAP. students as case studies in
and Study Policy. The university has trained a number of marketing materials.
staff on levels one and two of Equally The university’s iGAP relates directly to
The campaign focuses on promoting Safe’s Higher Education Toolkit: level its equality outcomes and so covers
Report and Support, a new web-based one focuses on awareness raising, and the same period; 2017/18 – 2020/21. The
information platform that provides forty staff and students attended this plan has been updated in 2018/19 to
students with information on exactly half day workshop; level two is for those incorporate further actions and to ensure
what gender-based violence is and how who will deal with initial disclosures and it addresses the recommendations of
to seek support if needed. It also outlines provide support, twenty members of staff both the TransEDU and Equally Safe in
all of the support services available at the received this first responder training. The Higher Education initiatives. A number
university and across the region, such as: university is also working alongside the of actions to develop gender equality
University of Strathclyde, and Glasgow amongst staff have also been included.
• Information on bystander intervention, and Clyde Rape Crisis to develop the level The plan is monitored by the Gender
Working Group which reports to the
helping individuals or groups to three training. The university will continue
actively address a situation they to work with Equally Safe and University of Equality and Diversity Advisory Group.
deem problematic. Strathclyde to further develop areas of its The group’s membership includes staff
toolkit and share best practice. and students and is jointly chaired by the
18 19OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESSINTRODUCTION
TO EDUCATION
The university is also involved in • Reviewing the university’s family
#NaeGenderLimits, a north-east friendly policies, such as premature
campaign that asks people to challenge birth, miscarriage, fostering, and IVF, to
their thinking. As part of the campaign, include gender neutral language and
CASE STUDY THREE the university has gone out to schools to to be more accessible to staff.
speak with young people to understand
their preconceived notions around Finally, the university’s Board of Governors
Addressing gender imbalances certain subjects and careers, before is committed to achieving a broad gender
showing them that these limitations and balance and recent appointments
stereotypes should have no place in their have further increased the number
The university is committed to addressing this subject area. The outcome of which minds when thinking about their future. of female members. To support this,
gender imbalances and proactively will be implemented by May 2019. The campaign has been covered by the adverts for Board members are worded
seeks out and creates opportunities to university’s official podcast RGU Talk to to specifically encourage candidates
make positive change. A number of the The School has also undertaken a promote conversations on the topic and from the widest range of backgrounds.
activities that are ongoing are led by the range of consultation exercises with art to help widen the message’s reach. The Board’s criteria for membership
university’s schools. Some examples and design secondary school teachers now explicitly refers to the diversity of
are below. and held focus groups with students to When it comes to the staff community, the Board being a consideration in the
understand the key issues contributing the university’s professoriate and vice appointment process and members of
The Scott Sutherland School of to gender imbalance in the subject. As a principal team is fully gender balanced. the Board (along with members of the
Architecture and Built Environment result, the School successfully applied for The process of applying for Athena SWAN Executive team) have received training in
is introducing initiatives aimed at funding for a Mobile Art School to provide also identified that its academic staff is unconscious bias. Additionally, the Board
reducing the marked dominance of workshops and talks in primary and reasonably gender balanced. Further undertakes its anonymous equality and
male representation in the construction secondary schools, focusing on careers work has been carried out, and will be diversity monitoring which is reported as
industry, especially in areas such information, and information on male planned, to ensure that this progress part of the university’s annual report on
as surveying and construction role models in the creative industries. continues. Examples include: equality and diversity.
management. This is being delivered
by a team of predominantly female The School of Engineering has • Appointing academic subjects leads Implementing COWA
academic staff, and harnessing the participated in a range of events and heads of school for two years
support of professional bodies where throughout 2017/18 designed to
targets and responding to
and five years respectively to ensure
appropriate. The School is working encourage women into engineering. At rotation, providing increased levels recommendations of
closely with Women in Property; a these events, the School ensures there of opportunity for academic staff; ‘A Blueprint for Fairness’
national organisation founded around 30 is a gender balanced representation addressing the gender pay gap with
years ago, that has very active regional of staff. The School has also begun an action plan devised as a result of The university is focused on implementing
representation, including a number of the a review of course materials and is biennial equal pay audits. A link to the its CoWA targets and will regularly review
School’s successful alumni. Working with working with the Marketing department university’s Gender Pay Gap Report activities to ensure progress continues
secondary schools, including guidance to produce promotional materials to has been provided. to be made. This next section will run
teachers, and showcasing the careers of assist in attracting female applicants to through the work done so far, and the
the School’s alumni will form important courses. This includes featuring video • Continuing to celebrate International future work that is planned to meet CoWA
strands of this work. case studies with female students where Women’s Day, notably in 2018 the targets.
they discuss what it is like to study university has honoured six women
Gray’s School of Art has been engineering at the university. This video through honorary graduations. • Recruitment of SIMD 20/40 students
undertaking a review of its application case study approach has also been used (recommendations 9 and 32):
process and is developing a by the School of Computing Science and • Delivering unconscious bias training to This topic is covered earlier in section
contextualised interview process to Digital Media. Here, female students have staff. one of this Outcome Agreement under
address male under-representation in discussed why they chose computing the heading of Increase the number of
and their journey at the university so far.
20 21OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESSINTRODUCTION
TO EDUCATION
students articulating to university with • Promoting access by partnering were two types of adjusted offer for The ACES (Access to Creative
advanced standing. with schools (recommendation 12): MD20 applicants: a one year pilot Education in Scotland) programme
The university has longstanding scheme which saw unconditional was established in 2010 and
• Work on retention of SIMD 20/40 partnerships with seven schools in the offers made based on predicted focuses on pupils from MD20/40
and care experienced students region. These schools are highlighted grades; and differential offers which backgrounds from schools with an
(recommendation 21): to the university through the Aberdeen saw individuals who didn’t meet average progression rate to higher
This topic is covered earlier in section City and Aberdeenshire Councils. To the criteria noted above offered a education below the national average.
one of this Outcome Agreement under further strengthen work in this area, conditional place. The aim of the programme is to
the heading of Improve retention a pilot project has been completed increase the number of entrants
and outcome for students from with a non-partner school, Harlaw • Use of Bridging Programmes from those backgrounds into high
disadvantaged and underrepresented Academy, to engage with MD20/40 (recommendation 7): demand professional degree courses.
socio-economic groups. students and this has been very A number of bridging programmes Currently, the subjects offered include
successful. This pilot will be expanded are provided to ease the learner’s Art & Design and Architecture.
• Implement access thresholds throughout 2019 to include other journey and provide a supportive
(recommendation 11) and admissions non-partner schools to ensure the transition. The university’s Degree Prep The Northern Lights programme
processes (recommendation 5): university widens its reach regarding programme is designed to support supports Aspire North and works
The university has offered MD20/40 targets. the transition from studying at college with S1 and S2 pupils from three local
contextualised admissions for a to studying at university. It builds schools who have the potential to
number of years. Most recently, this The low number of MD20 datazones on the knowledge and experience achieve higher education entry.
has been in conjunction with NESCol in the local area makes hitting gained at HN level to equip students Initial sessions are held to introduce
and work has been undertaken to targets challenging so work will be with essential course information pupils and their parents and carers
establish access thresholds in respect done to increase the university’s and study skills, and familiarise them to the programme and the staff
of the CoWA targets. Contextualised presence outside of Aberdeen City with the university’s staff, campus involved. Pupils are then involved in five
admissions will be published for 2019 and Aberdeenshire. This will allow and facilities. Evaluation of the engagement sessions throughout the
and clear targets will be set at the university to provide on the effectiveness of the programme found school year.
School level. ground understanding of the routes that 100% of participants felt the
available to students and provide programme made them better aware • Use of core funding (recommendation
The review of contextualised practical routes of engagement. of the help and resources available at 25) and the Widening Access and
admissions has provided increased Further information on this can be the university, and that it made them Retention Fund:
opportunities for applicants by found earlier in section one of this feel more confident in continuing their For 2018/19, the university received
considering the context in which Outcome Agreement under the studies at RGU. £1.1 million from the SFC’s Widening
they have achieved and giving heading of: Identify and address Access and Retention Fund (WARF).
them a reduced offer to recognise under-representation from protected The Access To programme seeks This funding has been essential to
their academic achievements and characteristic and under-represented to widen participation to higher enabling the university to develop
potential. socio-economic groups. education for students who are often more ambitious ways to enhance and
under-represented in universities. sustain widening access pathways,
All applicants from low progression • Rate of the conversion of applications Funded by the SFC, it features nine with a focus on providing the right
schools identified by the SFC are to offers to acceptances for SIMD20 programmes designed to support opportunity at the right time.
eligible to gain entry on these adjusted and care experienced students: talented and committed S5 and S6
rates, as are MD40 applicants and The conversion rate of applications pupils who aim to study at degree This work includes supporting and
applicants from partner schools. to offers for MD20 students was 61% level. Students on this programme also engaging with MD20/40 and care
Draft access thresholds are in place in 2017/18, while the rate of offers to become Associate Students giving experienced young people through
and once reviewed these will be acceptances was 35%. The conversion them access to the university’s library the Schools Outreach Programme (S1-
published and promoted as per rate of applications to offers and offers and support services. S6), the Northern Lights Programme
Recommendation 11. These will be in to acceptances for care experienced (S1-S2), which has been expanded
place for the 2019 deadline. students was 100%. In 2018/19 there from one school to three schools, and
22 23OUTCOME AGREEMENT 2019 - 20 / 2021 - 22 ACCESSINTRODUCTION
TO EDUCATION
the Access To Programme (S5-S6). range of other student issues; the • To contribute to wider societal aims to A draft plan was presented to local BSL
Additionally, any student studying Counselling and Wellbeing service improve access to public life for users through a joint consultation event
a HN course at a Scottish College which recognises the specific needs BSL users with other education providers in the
is eligible to become an Associate of students from disadvantaged area. From this a number of barriers to
Student which provides access to and deprived backgrounds; and The plan was developed through a higher education for BSL users were
the university’s library and support a chaplaincy service which is short-life working group, involving staff identified. The university incorporated
services. All applicants who meet the available for those with all faiths from across the university including this feedback into the finalised plan and
university’s Widening Access criteria and none. Additionally, it funds the staff with experience of using BSL. The will continue to engage with BSL users
are contacted to advise them of the university’s enrolment pack, offered university has successfully supported as it implements actions to monitor
help and support available to them, to all MD20/40 and care experienced a small number of students who are impact. The university also continues to
answering any queries they might students, and accommodation BSL users previously and this plan, and invite feedback on the ongoing process
have about coming to study at the discount: throughout 2018/19 and the commitment to pursue the actions of delivering the plan. Governance and
university and providing support to 2017/18, 76 students received this outlined within it, is just one way in which monitoring of this plan is the
attend open days and visit afternoons, discount totalling just under £100k. the university articulates its commitment responsibility of the Equality and
allowing them to experience life at the to creating an inclusive learning and Diversity Advisory Group. A link to this
university. WARF has also enabled the Committing to students who working environment. plan has been provided.
development of a range of services
are carers and/or veterans
for MD20/40 and care experienced
students to support retention.
The university is committed to enhancing
Scholarships specifically for MD20 and
its support of students who are veterans
care experienced students provide
and/or carers or estranged students. This
financial as well as pastoral and study
includes work to expand the university’s
skills support, and several scholarships
Access and Articulation Team.
offer paid placement opportunities
with the supporting employers.
Implementing of British Sign
The ACCESS RGU Scholarships were Language Plan
launched in the academic year
2014/15 in conjunction with the RGU The university published its British Sign
Foundation to mitigate financial Language Plan in October 2018 in British
barriers to study, widening access and Sign Language (BSL) and English to cover
supporting retention. The scholarships the period 2018-2024. The university plan
are made available through donations is aligned with the aims of the Scottish
from companies which seek to Government action plan, but specifically
widen access for under-represented focuses on providing support to BSL users
students at higher education level. to ensure they are able to participate in
higher education and engage fully in the
In session 2017/18 the university has learner journey. The finalised plan has
doubled the number of scholarships three themes:
available. Furthermore, it also funds
the Student Help Point which assists • To enable access to the university for
students on a range of issues potential applicants who are BSL users
including accommodation advice,
fees and finance advice, study • To provide an inclusive and full
skills appointments, and covers a university experience for BSL users
24 25You can also read
