Roehampton University's Support for Underrepresented Students, Study Guides, Projects, Research of Law

Download Roehampton University's Support for Underrepresented Students and more Study Guides, Projects, Research Law in PDF only on Docsity! IWS University of Roehampton London” Access Agreement 2018-19 UNIVERSITY OF ROEHAMPTON  1 1.0. Introduction The University of Roehampton is an inclusive university and is strongly committed to widening participation and ensuring fair access to Higher Education. Roehampton has a long and established track record of supporting all students to succeed in higher education. We have been providing higher education for women longer than any other institution in the country. In 2016 we began celebrating 175 years of empowering women through education. We are committed to ensuring that all of our students, regardless of their background, fulfil their potential. They become the kind of graduate that employers value: confident, critical thinkers; adaptable, able to work well with people from all walks of life and with an ongoing passion for learning. We have a diverse community of 10,000 students from 140 countries and we have a cosmopolitan outlook. As a result of sustained access work, our students come from an increasingly diverse range of social, ethnic and religious backgrounds, providing a cosmopolitan learning environment that prepares students for leadership and success in the modern world. We stretch all students to achieve their full potential. Degree performance continues to improve and students are increasingly likely to be in work, particularly in graduate level work or postgraduate study six months after they complete their degree. We have narrowed the attainment gap for students less likely to succeed. The improved performance of students from deprived neighbourhoods and BAME students has been impressive, particularly in relation to the degrees awarded and entry into graduate level jobs. The performance of disabled students and mature students is so improved that there is now no demonstrable achievement gap in terms of degree classification or in their likelihood of being in work or further study, and these students regularly outperform their peers in respect of entry into highly skilled employment or further study. All of these successes have been achieved while increasing the proportion of underrepresented students in Higher Education, for example those from lower income backgrounds and those that are the ‘first-in-family’ to attend university. The most recent data shows 44% of our students came from the lowest socio-economic groups and 60.6% were ‘first-in-family’ students. We have been particularly successful at attracting BAME students (55% of new UG entrants), with twice the sector proportion. We are very proud of the improvements that we have made over the past few years in relation to our student access and success activity and we have made these through collaboration with our students, which we see as a fundamental part of our character. We have made outstanding achievements in terms of the support we offer to disabled students throughout their time at Roehampton; the excellent work of the Learning and Teaching teams in supporting staff and students; the regular monitoring and review of admission arrangements which ensures fair and transparent access and the design of staff development programmes which provide a coherent and integrated framework to enhance student learning. This access agreement is informed by and aligns closely with other institutional strategies. This includes our 2014-19 Strategic Plan, which brings together our learning and teaching, research and enterprise, and employability strategies. This close integration with high level strategy ensures a whole-institutional approach which embeds wider participation and access across our activities at all levels. 4 3.2. Strategic Approach to Access, Student Success and Progression Measures The University of Roehampton undertakes a comprehensive range of measures to ensure that any potential student is:  aware of the benefits of a university education;  conscious of the opportunities at Roehampton;  treated fairly in the application process;  supported to successfully complete their academic studies;  given opportunities to develop a range of skills that will be valued by employers. The University will undertake access activities to maintain our performance in widening participation, which is above average, whilst also expanding and enhancing activities to improve student success and progression once students join the University. 3.3. Estimated Expenditure on Access, Student Success and Progression In 2018/19, we plan to spend £22.5m on access, student success and progression measures. We expect 30.5% of this expenditure to go to students who are under-represented in Higher Education or those with household residual incomes of up to £25,000 (OFFA countable). We plan to spend £3.8 million in 2018/19 on access to students from OFFA countable groups. Spending on Student Success for OFFA countable groups is forecast to be £3.4m. This should allow us to focus our efforts on keeping the students that we attract from all these backgrounds and maximising their outcomes, whilst maintaining our Access efforts. 3.4. Access At Roehampton, we ensure fair access to all student through a robust admissions policy and a commitment to equal opportunities. Building on successful outreach programmes we also aim to ease access into Higher Education through our academic portfolio. The following initiatives were introduced in recent academic years to increase access from under-represented groups:  The introduction of extended degree programmes. Extended degree programmes allow students to enter Higher Education with qualifications that would normally inhibit access. Students on these programmes study a year zero to bring their knowledge and skills up to the level where they are ready to start in year 1 the next academic year  The introduction of a partnership through QAHE where Roehampton degree programmes are taught at various sites across the UK. This initiative has widened our scope to recruit different types of students, particularly mature learners and those from outside our locality  We are working with the training division of QAHE to develop apprenticeships to support the Governments higher level skills agenda which again should side widening access to Higher Education. Outreach to students from disadvantaged backgrounds and those who do not typically engage in higher education is embedded fully into our activities and is integral to both the mission of the University and to our student recruitment strategy. 5 At Roehampton, access and recruitment outreach measures aim to:  raise student aspirations and instil a genuine passion for higher education;  develop a sense of confidence to apply to university;  support the work undertaken by partner institutions to increase progression to university;  ensure that prospective students are aware of what a university education can offer them, whether that is at Roehampton or elsewhere. The University has long been committed to working closely with schools and colleges to foster outreach collaborations that lead to the provision of sound information, advice and guidance to potential university students from a variety of backgrounds. Outreach undertaken at Roehampton seeks to be progressive and multi-interventional. We work in partnership with targeted schools and colleges to tailor activities to meet age and needs specific demands. Our partner schools and colleges have been identified as meeting a range of WP criteria including: school attainment data, percentage of students receiving free school meals, and low participation postcodes. Over the past year we have launched two major new programmes for disadvantaged students primarily from partner schools to help in raising aspiration and achievement at secondary level; “Class of 2020 programme” and the national “Pathways to Law programme”. Both programmes focus on academic content alongside university experience supporting learners in their decision- making when considering Higher Education as an option. Although the University does not currently have a sponsorship arrangement with a school, we are in discussions with our four providing bodies around opportunities in this area. The four bodies, comprising the Society of the Sacred Heart, the Methodist Church, the Church of England and the Froebel Trust all have significant experience of establishing educational institutions and are well placed to advise on future activity in this area. The sole purpose of the providing bodies’ involvement in education has been about raising the attainment of underrepresented groups, starting 175 years ago with women. Our discussions have centred on looking to sponsor a school or establish an academy in a black spot for attainment at school and progression to HE. Any developments, when they become more concrete, will of course be shared with our collaborative HE partners through AimHigher London South, to ensure sharing of best practice across the network. Staff at all levels of the institution are governors at local schools and have a vested interest in the leadership and development of these institutions. In the past year we have undertaken to participate in a range of new and ongoing access activities resulting in an increase in investment in widening access, which will be described in detail in the following paragraphs. 3.4.1. Longer term outreach Roehampton offers a wide range of access activities to ensure it reaches as many students as possible. It is widely recognised that a sustained programme of access work is more likely to have a successful impact than one-off interventions. This approach to outreach is generally more aspirational in nature and aims to instil a desire to go to university to those it reaches and includes interactions at primary, secondary and post-16 level. Our examples include:  “Cool to be Clever” – in collaboration with Putney High School o Primary level: years 4-6 6 o Target group: 50 gifted and talented Year 4 children from 18 London Borough of Wandsworth primary schools (would be the first in family to go to university) o Aims: Raise and cement aspirations with termly trips to the University to engage in a range of topics, with a graduation at the end of three years; Raise confidence with mentoring from Year 11 pupils; Raise attainment through the desire to succeed; Give their parents confidence that university is a realistic option for them. o Three year programme culminating in a graduation.  “Class of 2020” – to celebrate 175 years of empowering women through education in 2016 and 2017 o Secondary level: years 10-11 o Target Group: 175 Year 10 and 11 girls from disadvantaged and under-represented groups in Higher Education o Aims: Enhance ambitions of 175 young women through the power of education; Challenge, inspire and support participants to grow intellectually, socially and culturally in order to become responsible citizens and leaders in a fast-changing, complex world. o Two year programme starting in September 2016, with the opportunity to join the COMPASS Scheme at the end.  “COMPASS” – the University of Roehampton Compact Scheme o Target Group: years 12-13 o Aims: Raise aspirations about university progression; promote Higher Education opportunities; support students with transition to Higher Education; provide range of activities to familiarise them with Higher Education level academic study, study skills and general student life issues; provide quality information and support; aid continuation of participating students at Roehampton and in Higher Education more generally. o Comprises three sequential events over the two years taking students through the journey of making their decisions about Higher Education: YoUR Journey (start of Year 12) gives tools and confidence to help students with their decision; YoUR Roehampton (summer of Year 12) introduces undergraduate study with masterclasses in subject of their choice; and YoUR Future (early in Year 13) coaches students on making a competitive university application. The process also includes regular communications with Roehampton on topics like applying for Student Finance Support, and provides a single point of contact throughout their application process.  “Pathways to Law” – national programme in collaboration with the Sutton Trust o Secondary level: years 10-13 o Target group: 31 x year 12 students and 35 x year 10 students from disadvantaged backgrounds who are academically high achievers o Aims: Inspire and support academically able students from non-privileged backgrounds interested in a career in law; Widen access to the legal profession; Build knowledge and confidence in applying to study law at university through targeted e-mentoring and on- campus sessions; Introduce law as an option from year 10 onwards o Two programmes (year 10 – 11 and year 12 – 13). Events include progressive on- campus academic sessions (3 per year for year 10 – 11; 7 per year for year 12 – 13); year 12 – 13 programme also includes a visit to the Inner Temple, a work placement at a law firm, e-mentoring and a week-long summer residential conference. 9 3.4.3. General outreach activities Roehampton also offers a range of activities offered to schools and colleges – mainly for years 12 and 13- including:  Presentations on why students should go to university (years 8 to 12);  Student Finance and Budgeting Workshops (years 12 to 13);  Subject Specific Masterclasses and Workshops/Curriculum Enhancement (range of age groups): introduce students to subject areas they may not have considered and provide additional skills where possible; link subjects of interest to those being offered at university;  On campus visits (years 8 to 13) – proving a range of activities including those listed above and more, with the added benefit of meeting current students, having a tour of the campus, and really being able to imagine what it might be like to study here. Includes: o University Experience Days for a range of students from any school (separate days for years 8-9 and years 10-11); o Bespoke university experience days throughout the year for individual partner institutions.  University Application Process Workshops and Drop-Ins: o Choosing the right course/university for you year 12) – what factors to consider? How to inform and educate yourself? How to gain confidence to make the choices? o Personal Statement (years 12 and 13) – on site at schools – aiming to give students the best advice on how to make strong applications to the universities of their choice, concentrating on the Personal Statement of the UCAS application form; o How to Make a Competitive Application (year 12) – students preparing to apply for university are given advice and guidance on: how to do this competitively; how to seek volunteering and work experience opportunities, how to read around their subject; and how to seek cultural or practical experiences to make them stand out. o University Interview – how to prepare for and perform well in university interviews to give students the best possible opportunity of securing a place at university.  Teachers’ CPD event: Annual HE Advisers’ Conference (for staff of our partners): o Allows professionals (advising pupils on progression) in schools and colleges to network; talk to admissions staff about degrees and admissions procedures; receive advice on how best to support students through the university admissions process; o Support partners to stay abreast of latest updates in admissions policies, procedures and key dates; relevant research and best practice coming from our School of Education; and conferences and keynotes that will be relevant to them and their teams.  Student Ambassador Scheme: Our own students are selected to work on campus and at schools and colleges to give their own unique viewpoint of life as a student at Roehampton, and complement the advice given by our Schools Team and take part in Student Ambassador Question and Answer sessions. They are trained to be sensitive to the needs of students of different ages and from a diversity of backgrounds.  University of London Taster Courses: London-wide programme offering subject-specific university experience days for year 12 students. Sessions give a taste of what life at a London university is like and offer experience of different teaching methods and facilities available at university compared to school. 10  Primary Outreach: work with selected local primary schools to offer subject specific workshops to fit in with the curriculum. Sessions are delivered by ambassadors, and aim to help raise aspirations amongst children in years 3–4. 3.4.4. Complementarity between our plans and National Collaborative Outreach Programme and Opportunity Areas (NCOP) Roehampton will be participating in the NCOP through our partnership with AimHigher London South. There are eight wards within the AimHigher London South geographical coverage area, and so far 12 schools have been identified for target work; a small number of these schools are already in our partnership network. Through the programme we will deliver a broad range of outreach activities crossing both academic and student life areas in collaboration with a number of other HE institutions. Our own outreach work focuses on offering a similar suite of content, with work targeted at specific schools or groups of learners who are not covered by the NCOP access markers. Through the NCOP we will work collaboratively to develop content that can feed into our own access work. Outside the programme we will continue to focus on students from our school and college partner network, offering targeted content to support these learners with their transition from school to Higher Education, as well as offering access to programmes run through Roehampton such as Pathways to Law and Class of 2020. The target areas we will focus on outside the NCOP include: state school students at both primary and secondary levels not covered by the programme; learners from socio-economically disadvantaged areas through our Compact Scheme and programmes such as Class of 2020, Pathways to Law and Junior University; Low Participation Neighbourhoods in areas not covered by the programme (e.g. Creative Industries project with London Borough of Merton); male students from socio-economically disadvantaged areas through development of new partnerships with boys’ schools in the local area; learners with disabilities; Looked after Children in collaboration with AimHigher London South and local authorities. We aim to continue to deliver enhanced content to partners both on and off campus and will share sessions delivered through the NCOP to other groups of learners for whom this could be beneficial. We have further invested in staff for the next year, and will have capacity to expand our offering to existing partners and learners on specific programmes whilst also dedicating time to the NCOP. 3.4.5. How these activities are targeted The University is very inclusive and works with a variety of students, schools, colleges and organisations. However, much of Roehampton’s outreach work is targeted at our partner schools and colleges which have been chosen on the basis of:  Socio-demographic criteria including attainment indicators (e.g. percentage of pupils achieving 5 GCSEs A*-C including English and Maths);  WP indicators (e.g. percentage of pupils eligible for the Pupil Premium, percentage of students receiving free school meals, low participation postcodes);  Location - mainly located in London and the South East – including in outer London boroughs that have traditionally received fewer Widening Participation opportunities for their students.  The Index of Multiple Deprivation (IMD) which measures relative deprivation in small 11 neighbourhood areas. 3.5. Student Success and Progression The University carries out a wide range of activities that seek to support student success and progression onto their career path or post-graduate study. This requires the collaboration of various departments and teams across the University, including the Colleges, Academic Departments and their support structures, Registry, Wellbeing, Disability Services, Academic Office, Sport Roehampton, the Learning Services team, the Department of Academic Enhancement, Roehampton Abroad and the Roehampton Students’ Union. The University's commitment to widening participation is reflected in a significant shift in the demographics of the student population at Roehampton over the past 10 years. By 2014/15, half our students were from the most deprived neighbourhoods; 54% were BAME; 56% were first in family to attend university; and 60% were from low income families. In this context the University's Learning and Teaching Strategy seeks to promote inclusive learning and student engagement and to maximise outcomes for our students regardless of their backgrounds. Because of the profile of our students, much of this work is targeted at students from disadvantaged backgrounds underrepresented at university. Academic enhancement is led by the Learning, Teaching and Enhancement Unit (LTEU). Current work to deliver the learning and teaching strategy focuses on:  Continuous professional development: the LTEU runs HEA and SEDA accredited academic professional development programmes, including peer review, to drive improvements in the quality of teaching and student engagement in learning. A key focus for this activity is to support academic colleagues to develop their skills in teaching students from a broad range of backgrounds. This work over the past two years has resulted in 90% of academic staff at Roehampton having a nationally recognised teaching award.  Targeted enhancement projects to embed inclusive learning and bridge attainment gaps. The University has recently completed work to take coursework assessment and feedback online and to establish a framework for alternative assessments to meet the learning needs of all our students. Current work focuses on helping students to have a better understanding of how to be successful in their assessments, including around assessment criteria and feedback and ‘assessment for learning’. The LTEU has also led two projects on improving academic outcomes for BAME students that have contributed to a narrowing of the attainment gap for this group of students. This project identified that activity to boost the attainment of students underrepresented at university is most effective when students are partners in projects. Roehampton has recently secured HEFCE Catalyst funding to lead a project a multi-partner project to replicate the ‘students as partners’ model to boost outcomes for BAME students.  Student engagement: to ensure the voices of all students shape academic enhancement led by a new Director of Student Engagement working with the Roehampton Students’ Union. This role is a direct result of the project with our BAME students to close the attainment gap. This work focuses on projects to ensure that student engagement reflects our student population; and that student participation is effective and that students feel it makes a difference. While this activity seeks to engage all students, it seeks in particular to engage with 14 4.1. Scholarships and Bursaries Roehampton’s financial support is inclusive, targeting all students. The range of scholarships available to our students are:  Alumni Discount o Eligibility: UK or EU Alumni of the University holding a full Roehampton undergraduate or postgraduate qualification enrolling for a higher level postgraduate degree programme (not PGCE) o Amount: A 20% discount on tuition fees.  BA Primary Education Male Student Scholarship o Eligibility: full time Primary Education, male students in receipt of a full maintenance grant o Aims to encourage male students who need financial support to study this female- dominated subject area, with a view to entering this female-dominated profession o Amount: £1,000 cash award each year, for 3 years.  Santander Scholarships o Eligibility: New and existing students from the UK and Spanish-speaking countries. Award by selection through application o Amount: Up to £5,000 for one year of your course (normally first year).  Roehampton Music Scholarships o Eligibility: All full time students who are accomplished and aspiring musicians. Award by selection through application o Amount: Up to the value of £1,200 cash award.  Sport Scholarships o Eligibility: Elite performers recognised to be competing at a national or international level. Award by selection through application o Amount: Up to £4,500 in total (up to £1,500 per year for up to three years).  Vice Chancellor's International Scholarship Scheme o Eligibility: Students from outside the UK or EU who fulfil certain English Language standards o Amount: Either £1,000 or £1,500 fee discount per year.  International Excellence Scholarship o Eligibility: International postgraduate taught students, who can demonstrate:  academic excellence and commitment to your chosen subject area  an explanation of how you will engage with and contribute to the University community  an explanation of how this award will make a difference to you financially o Amount: £10,000 tuition fee discount in the first year of study.  Sacred Heart Scholarship o Eligibility: Applicants to a postgraduate research programme who can demonstrate:  an excellent academic record or equivalent life experience  a commitment to contributing to the wider community 15  an intention to make a contribution to international understanding and their own communities following graduation o Amount: Full (100%) discount on tuition fees and contribution to accommodation costs. Full, up-to-date details of our scholarships and bursaries can be found on our website, http://www.roehampton.ac.uk/Finance/Scholarships/ 5.0. Target groups The benchmark data shows that a large percentage of our students come from backgrounds that are not typically common in Higher Education and whose performance may not be as strong as seen in other groups. At Roehampton, we are committed to closing this performance gap. Whatever the wider social challenges many of our students face, we believe we can make a difference to their success as students and to their lives after graduation. We are committed to supporting all our students, whatever their background, to be successful in their academic studies and when they graduate in further study or in graduate employment. Much of what we do is about creating an inclusive learning and teaching environment supportive of all students. But we also recognise that targeted support is often required to address the particular needs of some students. 5.1. Males from socio-economically disadvantaged backgrounds Between 2006/07 and 2016/17 the proportion of male students entering undergraduate courses has increased by 7.5% points from 24.8% to 32.3%. We continue to offer the BA Primary Education Male Student Scholarship, which encourages male students who need financial support to study this female-dominated subject area, with a view to entering the teaching profession. The percentage of male students enrolled in and actively engaging with the Compact Scheme has been stable for the past few years. Over the coming year we plan to develop our work with boys’ schools and increase the overall proportion of males participating in outreach activities across the portfolio. 5.2. Black, Asian and minority ethnic (BAME) students Between 2006/07 and 2016/17 the proportion of BAME students entering undergraduate courses has increased by 19.7% points from 32.5% to 52.2%. In terms of student success and progression, the gap between white and BAME students achieving a 1st or 2:1 has narrowed by 6.8% points since 2011/12, and for those entering highly skilled employment or further study by 7.6% in this time. We are fully invested in continuing our outreach and support for BAME students. As stated above, previous work at the university identified that activity to boost the attainment of students BAME students is most effective when students are partners in projects. Roehampton has recently secured HEFCE Catalyst funding to lead a project a multi-partner project to replicate the ‘students as partners’ model with the aim of eliminating the attainment gap and progression into graduate employment between BAME and white students. We also know our BAME female students are 16 much less likely (56.9%) than our BAME male students (73.2%) to enter highly skilled employment/further study and that Muslim women face multiple constraints in employment terms. A University-wide project, which commenced in 2014, is examining the interface between ethnicity, religion and gender, the findings of which will feed into future practice. 5.3. Students with disabilities The University is committed to supporting students with disabilities, particularly since the phased withdrawal of the disabled students allowance (DSA). Led by the University Registrar and the Head of Disability service, Roehampton is promoting good practice in inclusive learning, such as the availability of class material online and introduction of lecture capture in 2016/17 to help boost the success of all students. At the same time there have been new targeted interventions such as a buddy system and student volunteer scheme specifically aimed at supporting our students with a disability. The purpose of Disability Services is to support students in achieving their potential and overcoming any possible barriers to learning. We provide expert advice and guidance on reasonable adjustments for students, raise awareness and understanding of the difficulties experienced by disabled students at university, and offer advice and guidance to staff on strategies to support students with a range of presenting needs. The performance of disabled students has improved significantly over the past years to the extent that there is now no demonstrable achievement gap in terms of degree classification or in their likelihood of being in work or further study. Disabled students frequently outperform non-disabled students in respect of highly skilled employment/further study. In addition to Disability and Dyslexia Services we have an Access Centre which provides a needs assessment service for UK HE students who are eligible to receive the Disabled Students Allowance (DSA), both Roehampton and external students. The needs assessment informs the level of funding a student is able to access via their relevant funding body as a result of a diagnosed disability. The University sets aside funds each year to support students who are not able to access DSA funding as they are EU or International, or where resource required to support their needs exhausts the limit on funds. 5.4. The diverse needs of our students We are immensely proud of the changing demographics of our student population, but are cognisant that students join us with a broad range of qualifications and a wide spread of tariff points. Some students, both home and overseas, face language barriers or have literacy and maths needs. Added to this, as ‘first-in-family’, many students lack a culture of higher education in their lives. This huge diversity in the extent to which students are equipped to study at degree level is compounded by the fact that many of our students struggle to manage financially, and 63.3% work to make ends meet. Others have caring responsibilities and in 2015 81.3% of students did not live on campus and were commuting across London to the University. Very few students join us with the types of established networks to support them in gaining highly skilled employment, and family and cultural pressures in diverse communities can play their part in determining future economic activity. It is 19 appropriate to the needs of a diverse student body. The Committee considers and makes recommendations to Senate relating to student conduct and student discipline and receives reports on disciplinary cases. • Specific learning and teaching projects have their own bespoke evaluation cycle conceived as part of a lager project plan. 8.0. Equality and Diversity The University of Roehampton believes that its admissions policies, together with its outreach and retention activities, fees and financial support are fair and are aligned with its obligations under the Equality Act 2010. This is kept under review. From a strategic perspective, Roehampton’s Diversity and Equal Opportunities Policy (published in 2011 and reviewed in November 2016) is regularly reviewed and monitored by the Diversity and Equal Opportunities Committee (a committee of Senate), and is chaired by the Registrar and University Secretary, also having Students’ Union sabbatical officer and additional student representation, together with wide academic and support department representation. Following its recent review, we have been commended by the QAA for the support we provide to disabled students throughout their time at the University. 9.0. Provision of information to prospective students Roehampton provides clear, accessible and timely information to applicants and potential students on our undergraduate fees and financial support. Information on fees and financial support is provided on our University website and prospectuses. The University updates course pages on an annual basis which includes reviews of our information on fees, funding options and other critical information for students. The University is committed to providing accurate information to UCAS and the Student Loans Company in a timely manner. 10.0. Consulting with Students Underpinning our values is our strong and active partnership with students. We work closely with the Roehampton Students’ Union (RSU) and directly with students through Student Senate, a consultative and advisory body chaired by the Vice-Chancellor, reporting to Senate and Council. We engage students at every level of the University’s governance, quality assurance and enhancement structures, to ensure shared responsibility for determining the direction of the University. Students play a vital role in shaping the academic learning environment at Roehampton. Students sit on a number of committees across the University and were involved in the creation of the Learning and Teaching strategy which seeks to support student success and progression to employment or post-graduate study. The well-established Student Senate provides a valuable forum for gaining detailed feedback on specific proposals aimed at enhancing aspects of the student experience. 2015 saw the election of a new RSU VP role in Education and this has created the opportunity to strengthen the student voice in academic quality assurance, for example, through a better trained cohort of student programme representatives on programme boards and review and validation panels. 20 In order to enhance the student voice and feedback, the University introduced Unitu, a platform which provides an opportunity for structured and supported student discussion and feedback on all aspects of student’s studies at Roehampton. It was piloted in 2014/15 and is now being used more broadly across the University. The student engagement group within the University works with students to achieve improvements in retention, attainment and employability and ensure greater participation in the creation of programmes, policy, procedures and in the communication used to engage them. Using information based on the student lifecycle, practice will be analysed and used to identify initiatives and actions.