[{"_1":2,"_1427":-5,"_1428":-5},"loaderData",{"_3":-7,"_4":5},"root","routes/layout",{"_6":7,"_8":7,"_9":-7,"_10":11,"_259":260,"_305":306},"projectId","","versionId","role","fields",["M",12,13,29,30,35,36,41,42,47,48,53,54,59,60,65,66,68,69,71,72,76,77,82,83,88,89,92,93,95,96,98,99,104,105,110,111,113,114,116,117,119,120,122,123,126,127,133,134,140,141,147,148,154,155,160,161,167,168,174,175,181,182,187,188,192,193,197,198,203,204,208,209,213,214,218,219,225,226,232,233,239,240,245,246,252,253],"problem-summary",{"_14":15,"_16":12,"_17":18,"_19":20,"_21":7,"_22":23,"_24":18,"_25":26,"_27":28},"id","u1hl4KPnRb9CBTiGdGOWX","fieldId","title","Problem statement","description","

Describe the issue or inequality that you are aiming to address.

","placeholder","tips","

","helpTitle","helpText","

What is it?

The problem statement identifies the specific issue or inequality that the intervention is aiming to address. It should clearly explain why change is needed in relation to the current background or context. By referring to existing evidence, you can demonstrate a deeper understanding of the issue. You could include internal data or use TASO's evidence toolkit pages to find relevant research.

This section explains why the intervention is being run, and how it relates to an existing challenge.

Questions to consider:

What is the current situation in relation to the issue(s) you wish to change?
When is this a problem?
How has this problem changed over time and why?
What evidence do you have for the existence of the problem?

","createdAt",1745830943782,"problem-detail",{"_14":31,"_16":29,"_17":32,"_19":33,"_21":7,"_22":23,"_24":18,"_25":34,"_27":28},"PaROvkkMlrWEELJkVKhhw","Additional context","

Provide additional context to the problem statement.

","

What is it?

This section explains why the intervention is being run, and how it relates to an existing challenge.

Additional details in the Enhanced Theory of Change

Provide additional information on the wider context informing your problem statement and intervention. Include details on the history and current impact of the problem, as well as who it particularly affects and at what point(s) in time.

You can also provide an overview of how you plan to address the problem statement through your intervention.

Questions to consider:

What is the current situation in relation to the issue(s) you wish to change?
When is this a problem?
How has this problem changed over time and why?
What evidence do you have for the existence of the problem?

","target-group",{"_14":37,"_16":35,"_17":38,"_19":39,"_21":7,"_22":23,"_24":38,"_25":40,"_27":28},"2MgUMjCOajEozhi8XatRd","Target group","

Describe the participants or beneficiaries of the intervention.

","

Describe who the intervention is for and who will take part. This may be informed by targeting criteria.

","inputs",{"_14":43,"_16":41,"_17":44,"_19":45,"_21":7,"_22":23,"_24":44,"_25":46,"_27":28},"o4adkgTCfhnbzRB7dGkat","Inputs","

List the resources needed to deliver the activity.

","

What is it?

The inputs are the resources that you have available or that are required to carry out the activities as intended. This could include tangible inputs (e.g., staff, budget, venue), intangible inputs (e.g., 'buy-in', subject knowledge, reputation), and operational inputs (e.g., training, recruitment, time).

Identifying the inputs is important to ensure that the delivery of the activities is realistic and appropriately resourced.

Questions to consider:

Who is involved in planning and delivering the intervention?
How much will the intervention cost and how will the budget be allocated?
What systems, processes, and infrastructure need to be in place?
Where is the intervention held?
What do you need to evaluate the activity?

","activities",{"_14":49,"_16":47,"_17":50,"_19":51,"_21":7,"_22":23,"_24":50,"_25":52,"_27":28},"wXAj2ye7OUkwXP4AFNaRI","Activities","

Describe the specific actions and processes that will be undertaken.

","

What is it?

Activities are the specific actions or activities that will be delivered through your intervention. They can include things that the intervention recipients will participate in, such as workshops or mentoring, or changes that are made to the context, such as curriculum reform or changes to strategy. It can be helpful to think about activities at an institutional, programmatic, and individual level. You can also include activity outputs in this section.

Identifying concrete activities is important for establishing what you are actually doing to address the problem, so that your actions can be linked to your outcomes. The example activities provided in this section align with TASO's Mapping Outcomes and Activities Tool (MOAT).

Questions to consider:

What will your participants be doing or experiencing?
What will happen that is different from business as usual?
When and how often will the activity happen?
What outputs are produced as a result of the activities?

","outcomes",{"_14":55,"_16":53,"_17":56,"_19":57,"_21":7,"_22":23,"_24":56,"_25":58,"_27":28},"XsXBznSRY-BCQpCLdtE2k","Outcomes","

Specify the changes you expect to achieve.

","

What is it?

Outcomes describe the changes you hope or expect to see as a result of the activities. They might include changes in behaviour, attitudes, skills, engagement, or attainment. Outcomes should be clearly defined, achievable and realistic. You can split outcomes into short, medium, and long-term outcomes to specify when and in which order you expect changes to happen.

This section is important because it identifies what you are hoping will result from your activities to achieve your ultimate impact. The example outcomes provided in this section align with TASO's Mapping Outcomes and Activities Tool (MOAT).

Questions to consider

What changes in behaviour, wellbeing, knowledge, attitudes, skills, or abilities do you want participants to experience?
What do you want participants to increase, improve, enhance or reduce as a result of your activity?
What changes need to happen on a participant level for your impact to be achieved in the long run?

","impacts",{"_14":61,"_16":59,"_17":62,"_19":63,"_21":7,"_22":23,"_24":62,"_25":64,"_27":28},"3N13WKsktvPv726hWhXH5","Impact","

Describe the broader effects and changes your intervention will contribute to.

","

What is it?

The impact is your long-term goal or systemic change you are hoping to bring about through your intervention. Impacts are achieved at a cohort level and may link to wider organisational targets and strategic goals. Impacts are typically a result of multiple programmes and external factors, rather than being directly attributable to a single intervention.

This section is important for understanding the bigger picture of what you are trying to achieve with your intervention and should relate to your problem statement.

Questions to consider

What does success look like for your programme?
What will the sustained effect on individuals, institutions and/or the context be?
How do you want your participants to be better off in a timescale of years because of your work?

","rationale-summary",{"_14":67,"_16":65,"_17":7,"_19":23,"_21":7,"_22":23,"_24":7,"_25":23,"_27":28},"k0kXvggqm_JtxRpwQc5nb","rationale-detail",{"_14":70,"_16":68,"_17":7,"_19":23,"_21":7,"_22":23,"_24":7,"_25":23,"_27":28},"1LAIybFccGRi8gdMTDs4j","assumptions",{"_14":73,"_16":71,"_17":7,"_19":23,"_21":7,"_22":23,"_24":74,"_25":75,"_27":28},"q7Jnwn5nmdci3GVzOfVC0","Moderating factors","

Moderating factors are...

Questions to consider:

","stakeholders",{"_14":78,"_16":76,"_17":79,"_19":80,"_21":7,"_22":23,"_24":79,"_25":81,"_27":28},"dC0ohJbyybzOl2-R_8Faf","Delivery stakeholders","

Describe who will deliver the intervention.

","

Describe any individuals or organisations involved in the design, set-up and delivery of the intervention. This might include information on their expertise, background, and any specific training given to them.

","location",{"_14":84,"_16":82,"_17":85,"_19":86,"_21":7,"_22":23,"_24":85,"_25":87,"_27":28},"KOEqpLwpCnHXjYK1xlMJp","Location","

Describe where the intervention will be delivered.

","

Describe the location(s) where the intervention occurs, including any necessary infrastructure or relevant features.

","delivery-modes",{"_14":90,"_16":88,"_17":7,"_19":23,"_21":7,"_22":23,"_24":91,"_25":23,"_27":28},"62ChVBIrjZztXzqpyaP08","Delivery Modes","timeline",{"_14":94,"_16":92,"_17":7,"_19":23,"_21":7,"_22":23,"_24":7,"_25":23,"_27":28},"RJ1c6ktwU21Wmb7TmwcrG","optimisation",{"_14":97,"_16":95,"_17":7,"_19":23,"_21":7,"_22":23,"_24":7,"_25":23,"_27":28},"yEKeugaNRjvqdZbUwFqw2","tailoring",{"_14":100,"_16":98,"_17":101,"_19":102,"_21":7,"_22":23,"_24":101,"_25":103,"_27":28},"OjlGSwV_2eidVJOMwNS4N","Tailoring","

Describe how the intervention will be tailored.

","

Describe how the intervention will be tailored, personalised, or adapted to maximise effective implementation. Describe what, why, when, and how adaptations will take place.

","change-mechanisms",{"_14":106,"_16":104,"_17":107,"_19":108,"_21":7,"_22":23,"_24":107,"_25":109,"_27":28},"nSIw0WwsmLPL2xzoD_PPq","Change mechanisms","

Describe how and why the desired change will occur, explaining how an activity will lead to a particular outcome.

","

To add change mechanisms to your theory of change, click the → button on any item in the causal pathway diagram to create links between items. Click on the links to add a description of the change mechanism, which will appear below the causal pathway diagram.

What is it?

Change mechanisms explain the processes through which an intervention creates change. They build upon causal pathways by explaining how and why each step in the pathway leads to the next outcome. Change mechanisms are the underlying, often invisible processes that drive the change we hope to see.

Change mechanisms can be based on evidence, on modes of delivery, and on the feelings, thoughts and experiences that occur for participants in order for the outcomes to become more likely.

You can indicate the importance of the change mechanism by changing the thickness of the arrow – e.g., the thickest lines indicate the principal ways that the intervention will lead to change. These arrows will appear in your enhanced theory of change diagram.

Questions to consider:

How does an activity lead to the next outcome in the pathway? What are we assuming will happen?
What is the active ingredient that makes the activity effective?
Is there existing evidence that informs how the change is expected to happen?
What is happening inside the participant as a result of this activity?
What changes in relationships, norms, identity, or motivation are being triggered?
What outcome would fail to happen if the change mechanism didn’t work?

","evaluation-summary",{"_14":112,"_16":110,"_17":7,"_19":23,"_21":7,"_22":23,"_24":7,"_25":23,"_27":28},"WxokuWInzVlVBDkr1ok5-","evaluation-questions",{"_14":115,"_16":113,"_17":7,"_19":23,"_21":7,"_22":23,"_24":7,"_25":23,"_27":28},"clX3tdBMCheICvcyP-xBt","evaluation-methodology",{"_14":118,"_16":116,"_17":7,"_19":23,"_21":7,"_22":23,"_24":7,"_25":23,"_27":28},"kRpOVGGtTrLPPeonpH3FI","evaluation-measures",{"_14":121,"_16":119,"_17":7,"_19":23,"_21":7,"_22":23,"_24":7,"_25":23,"_27":28},"aGqoo6Ybdgbhe4wKhEXny","risks",{"_14":124,"_16":122,"_17":7,"_19":23,"_21":7,"_22":23,"_24":125,"_25":23,"_27":28},"hELrw2uTPuLRn_ctiTjaj","Risks","outcomes-short",{"_14":128,"_16":126,"_17":129,"_19":130,"_21":7,"_22":23,"_24":129,"_25":131,"_27":132},"jaR8U-UiV4tF0klqNNwBb","Short-term outcomes","

Outcomes that take place in the near or immediate future.

","

In your enhanced theory of change, you should split your outcomes into short-, medium-, and long-term outcomes.

Short-term outcomes are the immediate changes that an intervention is trying to create. For example, students have increased knowledge about how to navigate student finance (the short-term outcome) immediately after a one-hour student finance workshop (the activity).

You can also add more descriptive detail or definitions to your outcomes in the enhanced theory of change.

",1747314469625,"outcomes-medium",{"_14":135,"_16":133,"_17":136,"_19":137,"_21":7,"_22":23,"_24":136,"_25":138,"_27":139},"ryWjVeinoEF2vHZuT4rgF","Medium-term outcomes","

Outcomes that take place in the medium-term future.

","

In your enhanced theory of change, you should split your outcomes into short-, medium-, and long-term outcomes.

Medium-term outcomes are the intermediate changes that the intervention is trying to create. Medium-term outcomes might be proxy measures for longer term outcomes (e.g., applications to HE) or outcomes of interest in and of themselves (e.g., students feel more confident, have a greater sense of belonging or make informed choices about the universities they apply to).

You can also add more descriptive detail or definitions to your outcomes in the enhanced theory of change.

",1747314500891,"outcomes-long",{"_14":142,"_16":140,"_17":143,"_19":144,"_21":7,"_22":23,"_24":143,"_25":145,"_27":146},"fx-IYojXPk0B1wgVmJDey","Long-term outcomes","

Outcomes that take place further into the future.

","

In your enhanced theory of change, you should split your outcomes into short-, medium-, and long-term outcomes.

Long-term outcome are the longer-term changes that the intervention is trying to create. You can also add more descriptive detail or definitions to your outcomes in the enhanced theory of change.

",1747314528949,"causal-pathways",{"_14":149,"_16":147,"_17":150,"_19":151,"_21":7,"_22":23,"_24":150,"_25":152,"_27":153},"X0-8rEpfBQAy7r_Ru7AL7","Causal pathways","

Outline the logical steps from activities to impact for each pathway.

","

What is it?

Causal pathways describe the sequences of events or outcomes that connect the activities to the intended impact. They map the logical flow from activities to impact, showing how inputs and activities connect to outcomes and impact and lead to change. A theory of change is likely to have multiple causal pathways, and individual activities, outcomes, and impacts may be included in multiple causal pathways.

This section is important to explicitly describe what leads to what in the theory of change.

Questions to consider:

What are the key steps or changes that must happen for the activity to lead to the impact?
What needs to change first, second, and so on for the final goal to be reached?
What actions are happening, and what change do we expect each action to lead to?
Are there missing steps or unrealistic leaps between outcomes?

",1749114600160,"moderating-factors",{"_14":156,"_16":154,"_17":74,"_19":157,"_21":7,"_22":23,"_24":74,"_25":158,"_27":159},"KJN6WybgqzlTlyHXRCP5l","

List the contextual factors that may influence the success of your intervention.

","

What is it?

Moderating factors influence when, for whom, and under what conditions the activity will succeed. They are the contextual influences that may enhance, strengthen, prevent or disrupt the intended change from occurring. They can be internal or external to the activity and therefore within or outside of your control.

The activities, outcomes and impact in a theory of change are almost always subject to contextual influences, so it is important to identify the key moderating factors and whether it is possible to mitigate their influence.

Questions to consider

What are the moderating factors that influence when, for whom, and under what conditions the activity will succeed?
What factors may enhance, strengthen, block, or disrupt the change from occurring?
What conditions must be true for this activity or outcome to succeed, both within and outside of your control?
What risks or barriers could undermine the impact of the activity, and are you assuming they won’t happen?
What assumptions are you making about other influences on your participants and activities?

",1749114634907,"enhanced-causal-pathways",{"_14":162,"_16":160,"_17":163,"_19":7,"_21":164,"_22":7,"_24":163,"_25":165,"_27":166},"ETFAeIjlyctgGIX2XOcZr","Causal Pathways","enhanced tips go here","

enhanced causal pathway help

",1749551623367,"impact-measures",{"_14":169,"_16":167,"_17":170,"_19":171,"_21":7,"_22":7,"_24":170,"_25":172,"_27":173},"Sc8k6LjY1d0x05Q0EfvHX","Impact measures","

Specify how you will measure the impacts.

","

What is it?

Your impact measure indicates how you will measure whether and to what extent your intervention has led to your impact. Identifying your impact measures in your enhanced theory of change gives you a starting point for developing an evaluation framework for your intervention. You may not end up measuring all impacts in your evaluation.

Tip: TASO's post-entry Mapping Outcomes and Activities Tool includes suggested measures for common impacts and outcomes in post-entry interventions.

Questions to consider

What are the indicators of success for your impact? How will you know when you have succeeded?
What data will you use to measure the impact? Will you need to collect new data or is there existing data you can use?
When will you collect the data?
How will you analyse the data? Will you compare data between different timepoints and/or between different groups?

",1749569570548,"outcome-measures",{"_14":176,"_16":174,"_17":177,"_19":178,"_21":7,"_22":7,"_24":177,"_25":179,"_27":180},"2dTsBWZXx7sI27b2yzAe5","Outcome measures","

Specify how you will measure the outcomes.

","

What is it?

Your outcome measures indicate how you will measure whether and to what extent your intervention has led to your outcomes. Identifying your outcome measures in your enhanced theory of change gives you a starting point for developing an evaluation framework for your intervention. You may not end up measuring all outcomes in your evaluation.

Tip: TASO's post-entry Mapping Outcomes and Activities Tool includes suggested measures for common impacts and outcomes in post-entry interventions.

Questions to consider

What are the indicators of success for your outcomes? How will you know when you have succeeded?
What data will you use to measure the outcomes? Will you need to collect new data or is there existing data you can use?
When will you collect the data?
How will you analyse the data? Will you compare data between different timepoints and/or between different groups?

",1749569592978,"links",{"_14":183,"_16":181,"_17":107,"_19":184,"_21":7,"_22":7,"_24":107,"_25":185,"_27":186},"2IRc41ajvV7IdcBGroDLr","

Explain the processes through which your intervention creates change.

","

What is it?

Change mechanisms explain the processes through which an intervention creates change. They build upon causal pathways by explaining how and why each step in the pathway leads to the next outcome. Change mechanisms are the underlying, often invisible processes that drive the change we hope to see.

Change mechanisms can be based on evidence, on modes of delivery, and on the feelings, thoughts and experiences that occur for participants in order for the outcomes to become more likely.

You can add change mechanisms to your theory of change by adding an arrow between the steps of your causal pathway diagram and clicking on the arrow. You can indicate the importance of the change mechanism and causal pathway by changing the thickness of the arrow – e.g., the thickest lines indicate the principal ways that the intervention will lead to change. These arrows will appear in your enhanced theory of change diagram.

Questions to consider:

How does an activity or outcome lead to the next outcome in the pathway? What are we assuming will happen?
What is the active ingredient that makes the activity effective?
Is there existing evidence that informs how the change is expected to happen?
What is happening inside the participant as a result of this activity?
What changes in relationships, norms, identity, or motivation are being triggered?
What outcome would fail to happen if the change mechanism didn’t work?

",1749808588467,"activities-enhanced",{"_14":189,"_16":187,"_17":50,"_19":51,"_21":7,"_22":7,"_24":50,"_25":190,"_27":191},"E1QseD4xtr6FOGnr78Qm8","

What is it?

Additional details about your activities could include detailed information about what will happen during the activity, any materials and resources used during your activities, including those provided to participants or used in intervention delivery or in training of intervention providers, and descriptions of activity outputs.

Questions to consider:

What will your participants be doing or experiencing?
What will happen that is different from business as usual?
When and how often will the activity happen?
What outputs are produced as a result of the activities?

",1749829131131,"inputs-enhanced",{"_14":194,"_16":192,"_17":44,"_19":45,"_21":7,"_22":7,"_24":44,"_25":195,"_27":196},"Bo5c-YPUxIGIdGLHYAuPj","

What is it?

The inputs are the resources that you have available or that are required to carry out the activities as intended. This could include tangible inputs (e.g., staff, budget, venue), intangible inputs (e.g., ‘buy-in’, subject knowledge, reputation), and operational inputs (e.g., training, recruitment, time, etc).

Identifying the inputs is important to ensure that the delivery of the activities is realistic and appropriately resourced.

Additional details in the Enhanced Theory of Change

Additional details about your inputs could include their quantity, source, and information about sustained provision of resources.

Questions to consider:

Who is involved in planning and delivering the intervention?
What do you spend budget on to create the intervention and how much will it cost?
What systems, processes, and infrastructure need to be in place?
Where is the intervention held?
What do you need to evaluate the activity?

",1749829541995,"outcomes-enhanced",{"_14":199,"_16":197,"_17":56,"_19":200,"_21":7,"_22":7,"_24":56,"_25":201,"_27":202},"xCaIkW3r4pJI5v5xNGEkS","

Specify the short, medium, and long-term changes you expect to achieve.

","

What is it?
Outcomes describe the changes you hope or expect to see as a result of the activities. They might include changes in behaviour, attitudes, skills, engagement, or attainment. Outcomes should be clearly defined, achievable and realistic. You can split outcomes into short, medium, and long-term outcomes to specify when and in which order you expect changes to happen.

Additional details in the Enhanced Theory of Change

In your Enhanced Theory of Change, you should split your outcomes into short-, medium-, and long-term outcomes.

Medium-term outcomes are the intermediate changes that the intervention is trying to create. Intermediate outcomes might be proxy measures for longer term outcomes (e.g., applications to higher education) or outcomes of interest in and of themselves (e.g., students feel more confident, have a greater sense of belonging, or make informed choices about the universities they apply to).

Long-term outcome are the longer-term changes that the intervention is trying to create. For example, students from disadvantaged or underrepresented backgrounds are more likely to apply to higher education.

You can also add more descriptive detail or definitions to your outcomes in the Enhanced Theory of Change.

Questions to consider

What changes in behaviour, wellbeing, knowledge, attitudes, skills, or abilities do you want participants to experience?
What do you want participants to increase, improve, enhance or reduce as a result of your activity?
What changes need to happen on a participant level for your impact to be achieved in the long run?

",1750064094775,"impacts-enhanced",{"_14":205,"_16":203,"_17":62,"_19":63,"_21":7,"_22":7,"_24":62,"_25":206,"_27":207},"WP60P3SmPSoTTUM2gnc5i","

What is it?

Identifying the inputs is important to ensure that the delivery of the activities is realistic and appropriately resourced.

Additional details in the Enhanced Theory of Change

Further details about your impacts could include information about how the intervention will contribute to achieving the impact alongside wider contextual factors. If you have specific targets for your impacts these could also be included here.

Questions to consider:

Who is involved in planning and delivering the intervention?
How much will the intervention cost and how will the budget be allocated?
What systems, processes, and infrastructure need to be in place?
Where is the intervention held?
What do you need to evaluate the activity?

",1750151546233,"causal-pathway-enhanced",{"_14":210,"_16":208,"_17":150,"_19":151,"_21":7,"_22":7,"_24":150,"_25":211,"_27":212},"1DOncpHUxozLUHijE7qSW","

What is it?

Causal pathways outline the sequences of events or outcomes that connect the activities to the intended impact. They map the logical flow from activities to impact, showing how inputs and activities connect to outcomes and impact and lead to change. A theory of change is likely to have multiple causal pathways, and individual activities, outcomes, and impacts may be included in multiple causal pathways.

This section is important to explicitly describe what leads to what in the theory of change.

Additional details in the Enhanced Theory of Change

Strengthen the description of your causal pathways by adding more detailed information on how the steps in your pathway will lead to change. If possible, this should include adding evidence and rationale. For example, existing research evidence or theories may indicate that delivering the activity in a certain way will make it more impactful, which justifies your approach.

Questions to consider:

What are the key steps or changes that must happen for the activity to lead to the impact?
What needs to change first, second, and so on for the final goal to be reached?
What actions are happening, and what change do we expect each action to lead to?
Are there missing steps or unrealistic leaps between outcomes?

",1750152587395,"moderating-factors-enhanced",{"_14":215,"_16":213,"_17":74,"_19":157,"_21":7,"_22":7,"_24":74,"_25":216,"_27":217},"8T_4F0FQij8L0YhaZRqpJ","

What is it?

Additional details in the Enhanced Theory of Change

Consider the main risks and limitations to delivering the activity and achieving the desired impact as outlined in the theory of change. In the Enhanced Theory of Change, you can add information on how you might mitigate the influence of moderating factors on the desired change.

Questions to consider

What are the moderating factors that influence when, for whom, and under what conditions the activity will succeed?
What factors may enhance, strengthen, block, or disrupt the change from occurring?
What conditions must be true for this activity or outcome to succeed, both within and outside of your control?
What risks or barriers could undermine the impact of the activity, and are you assuming they won’t happen?
What assumptions are you making about other influences on your participants and activities?

",1750153428896,"references",{"_14":220,"_16":218,"_17":221,"_19":222,"_21":7,"_22":7,"_24":221,"_25":223,"_27":224},"ZLMn4MeNyVdPJmulSluSz","References","

Add references for any citations or evidence included in your theory of change.

","

Your references might include external research literature or internal reports and data. Aim to include the reference title, author, and year of publication at least.

In the Enhanced Theory of Change editor, you can select whether the reference should appear in your Enhanced Theory of Change only or in both your Core and Enhanced Theories of Change.

",1750322873198,"delivery",{"_14":227,"_16":225,"_17":228,"_19":229,"_21":7,"_22":7,"_24":228,"_25":230,"_27":231},"25q4R-P0p815ISf7hYHoR","Mode of delivery","

Describe how the intervention will be delivered.

","

Describe the modes of delivery (e.g. in-person, virtual, or by any other mechanism) of the intervention and whether it will be provided individually or in a group.

",1751627075120,"timeframes",{"_14":234,"_16":232,"_17":235,"_19":236,"_21":7,"_22":7,"_24":235,"_25":237,"_27":238},"p23iNNrfdd9HVircAnN6e","Timeframes","

Describe how often and over what time period the intervention will be delivered.

","

Describe the number of times the intervention will be delivered and over what period of time, including the number of sessions, their schedule, and their duration/intensity.

",1751627102721,"causal-pathway-diagram-instructions",{"_14":241,"_16":239,"_17":242,"_19":7,"_21":7,"_22":7,"_24":7,"_25":243,"_27":244},"2TTWSzVTW22IgFbozQP9_","NOT CURRENTLY IN USE","

NOT CURRENTLY IN USE

",1753106826431,"causal-pathway-instructions",{"_14":247,"_16":245,"_17":248,"_19":7,"_21":7,"_22":7,"_24":249,"_25":250,"_27":251},"GLSTNvF31qYsTRVfMtzyg","→ How to add causal pathways and change mechanisms","Causal pathways and change mechanisms","

Causal pathways and change mechanisms in the Enhanced Theory of Change

In this section, you will develop your causal pathways by:

Adding detail to the written summary of your causal pathway
Visually mapping out the causal pathway in your theory of change using arrows
Adding change mechanisms to the pathway to explain how and why each step in the pathway leads to change

Please read the help guide provided at each step to create your enhanced causal pathway with change mechanisms.

What are causal pathways and change mechanisms?

Change mechanisms build upon causal pathways by explaining how and why each step in the pathway leads to the next outcome. Change mechanisms are the underlying, often invisible processes that drive the change we hope to see.

Including causal pathways and change mechanisms is important to explicitly describe how you expect change to come about as a result of your intervention.

",1753106880411,"welcome-dialog",{"_14":254,"_16":252,"_17":255,"_19":256,"_21":7,"_22":7,"_24":7,"_25":257,"_27":258},"bR84yBojAAq79Bv-2bUva","Welcome to your first project","

A brief introduction to the TOC Builder

","

The TASO Theory of Change Builder is a tool that helps you create and refine theories of change.

Projects are automatically saved to your browser so there's no need to log in or create an account. However, if you use a different browser or switch devices then your projects won't be available.

",1753353291774,"projects",["M",261,262,271,272,278,279,285,286,292,293,299,300],"yPwR7jio8AAgo_Ta8rH30",{"_14":261,"_263":264,"_19":265,"_266":267,"_268":269,"_27":270},"name","Core ToC: Year 12 Summer School","

An example Core Theory of Change for a Year 12 university summer school

","tags","pre-entry","package","{\n \"exportedAt\": \"2025-08-15T09:54:17.120Z\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"projectName\": \"Core ToC: Year 12 Summer School\",\n \"tags\": \"pre-entry\",\n \"selectedVersions\": [\n {\n \"id\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"name\": \"Version zPlrg9QE\"\n }\n ],\n \"versions\": [\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"name\": \"May 2025\",\n \"created\": 1747918344317,\n \"updated\": 1755251593909\n }\n ],\n \"items\": [\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"assumptions\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"3pGWbNRxgx0uVqj3jif-X\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students have appropriate digital access (for online summer school)

\",\n \"description\": \"\",\n \"updated\": 1755251010101,\n \"order\": 2\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"4RtPb5py2GoSpt4HL26pC\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Causal pathway 2: Receiving in-depth application support will make students more aware of how to make a successful HE application, which will improve the quality of their applications and in turn make it more likely that they are able to progress to a HE provider with high entry requirements.

\",\n \"description\": \"\",\n \"pathwayItems\": [],\n \"updated\": 1755251010054,\n \"items\": [],\n \"order\": 1\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"5esuARWbqGkUaBrzHqE-G\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

The summer school has high quality facilitation

\",\n \"description\": \"\",\n \"updated\": 1755251010057,\n \"order\": 4\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"activities\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"8IPPnf6qIozgKvxJr1BeD\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Campus tour\",\n \"description\": \"\",\n \"updated\": 1755251010103,\n \"order\": 1\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"activities\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"CJTGFIoEO8ZtPWtjamg2V\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Social activities\",\n \"description\": \"\",\n \"updated\": 1755251010100,\n \"order\": 4\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"groupId\": null,\n \"itemId\": \"D63CqFG35cvgsea_hr23U\",\n \"type\": \"item\",\n \"title\": \"

Staff time in organising and running the summer school

\",\n \"description\": \"\",\n \"updated\": 1755251472864,\n \"order\": 0\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"activities\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"EtATiagYMaIZkKjIvVqDT\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Q&A with current university students

\",\n \"description\": \"\",\n \"updated\": 1755251010067,\n \"order\": 5\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"Jlb5r_uHy1kWb6Yli2ahk\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Causal pathway 1: Meeting current university students and interacting with peers while at the residential will make participants feel more comfortable with HE and increase their prospective sense of belonging. This will make them more likely to apply to and enrol in HE.

\",\n \"description\": \"\",\n \"pathwayItems\": [],\n \"updated\": 1755251010091,\n \"items\": [],\n \"order\": 0\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"KtY8QCoU2F_uaU3ClMLoE\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Student ambassadors are well-trained and develop positive relationships with participants

\",\n \"description\": \"\",\n \"updated\": 1755251010091,\n \"order\": 5\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"assumptions\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"MJd9PM4GgaBhDfAUH4myu\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Attendance and engagement are sustained throughout the summer school

\",\n \"description\": \"\",\n \"updated\": 1755251010083,\n \"order\": 1\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"activities\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"MiqM-6zQnAIE-GJscs-ZA\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Subject taster sessions\",\n \"description\": \"\",\n \"updated\": 1755251010045,\n \"order\": 3\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"OQX_qxlI44z94P77civkE\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Summer school content is relevant and helpful for the participants

\",\n \"description\": \"\",\n \"updated\": 1755251010077,\n \"order\": 2\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"OgVYgeQINRHRR39tY2QyU\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students receive consistent, tailored, relevant support throughout the programme

\",\n \"description\": \"\",\n \"updated\": 1755251010059,\n \"order\": 1\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"groupId\": null,\n \"itemId\": \"Qn6MJ35W18rjKsFVsarbz\",\n \"type\": \"item\",\n \"title\": \"

Students are more likely to apply to HE, including providers with high entry requirements

\",\n \"description\": \"\",\n \"updated\": 1755251540994,\n \"order\": 7\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"R9TPpE6toAOvTl8gCpdVQ\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Students are more likely to enrol in HE\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755251010073,\n \"order\": 9\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"VR5tSZEUSBwi_xclsxTHF\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Students see HE as a more desirable option\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755251010064,\n \"order\": 1\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"VlJq3y1ebPhfzpOh9E9kb\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Travel costs and timings are not a barrier to students being able to attend the summer school

\",\n \"description\": \"\",\n \"updated\": 1755251010089,\n \"order\": 7\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"_o4deSddnUtt_J4aicECk\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Attending the summer school will make HE feel more desirable, not alienating

\",\n \"description\": \"\",\n \"updated\": 1755251010097,\n \"order\": 6\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"aExOe9rtmjxEFUEpMaPG4\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Schools are able to identify students who meet the eligibility criteria\",\n \"description\": \"\",\n \"updated\": 1755251010104,\n \"order\": 0\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"bW1u2CIdJHMJnzLLUo6mM\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Causal pathway 3: Experiencing university life and university-style learning in subject taster sessions supports participants to make informed choices about their next steps in education, and encourages those who are interested in HE to become more committed to making an application, making them more likely to attend.

\",\n \"description\": \"\",\n \"pathwayItems\": [],\n \"updated\": 1755251010085,\n \"items\": [],\n \"order\": 2\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"activities\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"c1vC4ArgK1dBVsf-WvySx\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"IAG sessions\",\n \"description\": \"\",\n \"updated\": 1755251010075,\n \"order\": 2\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"cIeZj1z4LXgKYtsaBEFkc\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Data collection systems\",\n \"description\": \"\",\n \"updated\": 1755251010100,\n \"order\": 4\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"cOZt-g7kG2QMa4Svw8x-j\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Venue, including rooms and accommodation\",\n \"description\": \"\",\n \"updated\": 1755251010095,\n \"order\": 2\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"dYltigDiuvy8hAEL_qkSY\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Access to and participation in HE is increased for disadvantaged and underrepresented student groups\",\n \"description\": \"\",\n \"updated\": 1755251010070,\n \"order\": 0\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"fOFNdCfCEdg6DkAj2R_bR\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Students are equipped with the knowledge to make an informed decision about their future\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755251010093,\n \"order\": 5\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"groupId\": null,\n \"itemId\": \"i7DePau1o-R5vD07d-ID1\",\n \"type\": \"item\",\n \"title\": \"

Students develop the belief that HE fits with their social identity

\",\n \"description\": \"\",\n \"updated\": 1755251510317,\n \"order\": 4\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"activities\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"iGE7nw6gx26El6JL388Gy\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

2-night residential stay

\",\n \"description\": \"\",\n \"updated\": 1755251010080,\n \"order\": 0\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"lY0HzIpyCU2-0UPOKhEXv\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Students are more likely to progress to post-16 academic study\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755251010089,\n \"order\": 6\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"o6n2A2DiIkFd_dHf9R2op\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Subject taster sessions cover all participants' interests

\",\n \"description\": \"\",\n \"updated\": 1755251010092,\n \"order\": 3\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"activities\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"pd2olmmQaOIA7uQR6-Emc\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Group work with other summer school participants\",\n \"description\": \"\",\n \"updated\": 1755251010036,\n \"order\": 6\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"r9TXmisPE3hR2QOlbfZ89\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Students understand how to make a successful application to HE\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755251010099,\n \"order\": 0\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"uZ9CLzo3u2GrFAiUVpGcQ\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Student perceive fewer barriers to progressing to HE\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755251010093,\n \"order\": 2\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"uZCE2rYPJTgytenmpTk-q\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Promotion materials\",\n \"description\": \"\",\n \"updated\": 1755251010098,\n \"order\": 3\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"vB_VLzlwzk3eyc03o1NzE\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Students have increased confidence in their ability to succeed in HE\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755251010086,\n \"order\": 3\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"x93SVCvL8JYRXiy7LYFRg\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Student ambassadors\",\n \"description\": \"\",\n \"updated\": 1755251010088,\n \"order\": 1\n },\n {\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"assumptions\",\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"itemId\": \"yoBej49H7TcrK11XALL7b\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students from the target groups will apply to take part in the summer school

\",\n \"description\": \"\",\n \"updated\": 1755251010090,\n \"order\": 0\n }\n ],\n \"itemLinks\": [],\n \"fieldData\": [\n {\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"problem-summary\",\n \"text\": \"

Year 12 students from disadvantaged backgrounds are less likely to enter HE than their more advantaged peers, particularly for HE providers with the highest entry requirements. This gap likely stems from factors including differences in prior attainment, access to high-quality information, advice, and guidance, lower confidence in applying to selective universities, and lower presence of similar role models at highly selective universities. Activities included in summer schools can address these factors, supporting students to access HE providers with high entry requirements and reap their wider benefits.

\",\n \"updated\": 1755251456796\n },\n {\n \"projectId\": \"3Of7Gz4kSVuFVHVXOu84D\",\n \"versionId\": \"zPlrg9QEpeOt_NtR1JjD5\",\n \"fieldId\": \"rationale-summary\",\n \"text\": \"

Research has shown that summer schools are positively associated with an increase in student confidence and aspiration to progress to HE.

\",\n \"updated\": 1755251010105\n }\n ]\n}",1755252250651,"K5KDWqmmclKblHh5bDyv3",{"_14":271,"_263":273,"_19":274,"_266":275,"_268":276,"_27":277},"Core ToC: Using learner analytics to address low engagement","

An example Core Theory of Change for an intervention using learner analytics to address low engagement at university

","post-entry","{\n \"exportedAt\": \"2025-08-15T09:58:35.105Z\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"projectName\": \"Core ToC: Using learner analytics to address low engagement\",\n \"tags\": \"post-entry\",\n \"selectedVersions\": [\n {\n \"id\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"name\": \"Version PFW4T4aE\"\n }\n ],\n \"versions\": [\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"name\": \"May 2025\",\n \"created\": 1747921435801,\n \"updated\": 1755251902950\n }\n ],\n \"items\": [\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"itemId\": \"0eyjgjvfm5o-Yg9Z_RxBT\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Student Engagement Dashboard effectively identifies students with low or no engagement

\",\n \"description\": \"\",\n \"updated\": 1755251734030,\n \"order\": 0\n },\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"itemId\": \"14ql4hW7Z5kCM3Gef8Peb\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Receiving a coaching call results in changes to student behaviour over the short and long term

\",\n \"description\": \"\",\n \"updated\": 1755251734075,\n \"order\": 5\n },\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"fieldId\": \"activities\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"groupId\": null,\n \"itemId\": \"1daQX_qTtxvriaDAIY08P\",\n \"type\": \"item\",\n \"title\": \"

Low-engagement alert generated by Student Engagement Dashboard

\",\n \"description\": \"\",\n \"updated\": 1755251848033,\n \"order\": 0\n },\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"itemId\": \"1f-EKBE18DeQrB5Fwk-pH\",\n \"groupId\": \"x-w62za_0lJGlLT-H_EAB\",\n \"type\": \"item\",\n \"title\": \"Academic Tutors\",\n \"description\": \"\",\n \"updated\": 1755251734017,\n \"order\": 0\n },\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"itemId\": \"4ILX00eakcpHXNqdnSuHx\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Student participants\",\n \"description\": \"\",\n \"updated\": 1755251734041,\n \"order\": 2\n },\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"itemId\": \"5gkLWUMAsiFycvPV9uaZU\",\n \"groupId\": \"x-w62za_0lJGlLT-H_EAB\",\n \"type\": \"item\",\n \"title\": \"Student support staff\",\n \"description\": \"\",\n \"updated\": 1755251734050,\n \"order\": 3\n },\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"itemId\": \"9LV-vbTXizRzDBpyo-P5H\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

External factors (e.g., housing insecurity, financial hardship, life events) don’t completely disrupt the impact of the intervention

\",\n \"description\": \"\",\n \"updated\": 1755251734000,\n \"order\": 6\n },\n {\n \"versionId\": \"PFW4T4aEbmxTGgvDxh_ul\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"fdS9bdggw1LxjZT00Y6HT\",\n \"itemId\": \"DDUzkBZqkszJFXUaYD-wi\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students have improved sense of belonging at the university

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Email sent to low-engaging student informing them of upcoming phone call

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Students pick up phone calls

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Student receives follow-up support via email

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Contact and Engagement Service coordinators

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Causal pathway 2: Follow-up support will improve student motivation and result in the students being more active members of the campus community. This will improve their sense of belonging and increase continuation and completion.

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Students receive appropriate follow-up support after initial call

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Funding is sustained to ensure continued support

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Students have increased academic engagement

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Improved student attainment

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Students engage with the telephone call

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Causal pathway 1: Using the Student Engagement Dashboard to identify low- and non-engaging students ensures that students who are most in need of support are contacted directly, which provides immediate support and makes students more aware of wider support available to them.

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The changed behaviour patterns result in higher levels of progression and attainment

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The telephone call causes the students to change both their short term and long term behaviours

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Coaching call is relevant to students' challenges

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Students are more likely to receive the support they need

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Sanders, M. (2023) Student mental health in 2023 - Who is struggling and how the situation is changing. TASO & The Policy Institute.

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Coaches are trained to effectively support low-engaging students

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Student mental health and wellbeing are declining, exacerbated by the Covid-19 pandemic (Sanders, 2023), and students with poor mental health and low wellbeing are more likely to have low engagement with their course. Low course engagement is linked to lower academic performance and less positive outcomes for students. We therefore aim to provide additional support to students through direct contact with university support staff, which was identified as a preferred form of support in our annual wellbeing survey. The Student Engagement Dashboard is used to identify low- and non-engagers, which the Contact and Engagement Service (CES) can use to initiate a conversation with the least engaged students about their lack of engagement.

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According to research, learning analytics provides an effective platform from which early alert systems for low engagement can be implemented. Moreover, coaching approaches have been seen to increase student progression.

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An example Core Theory of Change for a multi-intervention programme offering STEM support for university applicants

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Equip participants with the necessary skills, knowledge, and experience to apply to university

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£9k - £15k per year

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Capacity for 150 local students from widening participation backgrounds

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Increase preparedness for study at university

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Contribute to narrowing nationwide gap in underrepresented groups

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Causal pathway 3: Offering a flexible programme of support ensures that all participants are able to access a core set of support, and those who are unable to attend the summer school still receive information about HE and online support. This equalises access to support for students from widening participation backgrounds.

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Academic staff

\",\n \"description\": \"\",\n \"updated\": 1755251933476,\n \"order\": 2\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"L1jrGXbeSEvG5CwFO5f0M\",\n \"groupId\": \"XRzsYclQvqOZfdeyLq3ek\",\n \"type\": \"item\",\n \"title\": \"

STEM subject taster day

\",\n \"description\": \"\",\n \"updated\": 1755251933485,\n \"order\": 0\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"LxEmoaK27ojWk6RVgw-ES\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students are more likely to complete their degree

\",\n \"description\": \"\",\n \"updated\": 1755251933442,\n \"order\": 0\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"groupId\": \"XRzsYclQvqOZfdeyLq3ek\",\n \"itemId\": \"Mbx2y1UddoTjfHs1w38Lu\",\n \"type\": \"item\",\n \"title\": \"

Online personal statement review

\",\n \"description\": \"\",\n \"updated\": 1755252011489,\n \"order\": 1\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"N-ATME6BcGENxrEoXN6dQ\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Improved academic attainment in A-level STEM subjects

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755251933460,\n \"order\": 2\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"Nn4vFWZRSwMPvioiernh9\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students feel supported in their transition to university

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755251933482,\n \"order\": 5\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"No6TH5g8fHokSb7YhV5YS\",\n \"groupId\": \"GW0la9TC5ZTZEDc-Fz4Rf\",\n \"type\": \"item\",\n \"title\": \"

Pastoral staff

\",\n \"description\": \"\",\n \"updated\": 1755251933492,\n \"order\": 3\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"O_UBhmLHdRD0cYLG5Eyhs\",\n \"groupId\": \"yPTQyoJVm-cRaSzgPPBBE\",\n \"type\": \"item\",\n \"title\": \"UCAS and personal statement advice\",\n \"description\": \"\",\n \"updated\": 1755251933496,\n \"order\": 2\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"QR5hvLruaUwjHRp8oZX0u\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students make successful applications to STEM courses in higher education/at our University

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755251933466,\n \"order\": 3\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"ShsFACu6eq8ndpxP3juKW\",\n \"title\": \"External resources\",\n \"type\": \"group\",\n \"updated\": 1755251933480,\n \"groupId\": null,\n \"order\": 2\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"T6JAkabfakd2Spez8SIIB\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Causal pathway 1: Providing structured application support to participants through tailored mentoring will improve the quality of their applications, and increase the number of students from widening participation backgrounds making successful applications to HE.

\",\n \"description\": \"\",\n \"items\": [],\n \"updated\": 1755251933498,\n \"order\": 0\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"Tob4320VOczCBdYuYCRiz\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students enrol at our University

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755251933498,\n \"order\": 4\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"UctadUMcQuf9dbrbDHud6\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"Students complete their first year\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755251933489,\n \"order\": 6\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"W17zMW9vUy64h-2eOWdpK\",\n \"groupId\": \"Ap-buf7JSZHie3tTw_0sD\",\n \"type\": \"item\",\n \"title\": \"

Programme graduation

\",\n \"description\": \"\",\n \"updated\": 1755251933487,\n \"order\": 1\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"XRzsYclQvqOZfdeyLq3ek\",\n \"title\": \"Flexible Programme\",\n \"type\": \"group\",\n \"updated\": 1755251933497,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"assumptions\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"YCyCnr6KFMbPfy2cS2vDK\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"The standard programme will result in the same outcomes as the flexible programme\",\n \"description\": \"\",\n \"updated\": 1755251933475,\n \"order\": 0\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"br79DZchUgTj5HceJC6nk\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Causal pathway 2: A targeted summer school and taster day will make participants better informed about what it is like to study a STEM subject at university. This will lead to participants making better informed decisions about their post-18 education, and increased completion rates for those who decide to enter HE.

\",\n \"description\": \"\",\n \"pathwayItems\": [],\n \"updated\": 1755251933495,\n \"items\": [],\n \"order\": 1\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"dEBK5QHqcSM4y_Av1Jnme\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Learning more about STEM increases interest rather than putting participants off

\",\n \"description\": \"\",\n \"updated\": 1755251933454,\n \"order\": 4\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"fm5mGlv2a4sRCxk6wlDcH\",\n \"groupId\": \"IODZUGLM-g4fT4YDxZHEv\",\n \"type\": \"item\",\n \"title\": \"

Eligibility criteria

\",\n \"description\": \"\",\n \"updated\": 1755251933487,\n \"order\": 2\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"gsfVoAp5zLIbqNZPHkWrT\",\n \"groupId\": \"Ap-buf7JSZHie3tTw_0sD\",\n \"type\": \"item\",\n \"title\": \"Study skills conference\",\n \"description\": \"\",\n \"updated\": 1755251933440,\n \"order\": 0\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"jW7WV-6QKKEol4XX10zwy\",\n \"groupId\": \"ShsFACu6eq8ndpxP3juKW\",\n \"type\": \"item\",\n \"title\": \"

E-mentoring platform

\",\n \"description\": \"\",\n \"updated\": 1755251933463,\n \"order\": 0\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"m5t5MHmgYK1d5WvcJorWd\",\n \"groupId\": \"GW0la9TC5ZTZEDc-Fz4Rf\",\n \"type\": \"item\",\n \"title\": \"

Outreach officer

\",\n \"description\": \"\",\n \"updated\": 1755251933478,\n \"order\": 1\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"nRhBVx3WY8B4xAaabRi6-\",\n \"groupId\": \"yPTQyoJVm-cRaSzgPPBBE\",\n \"type\": \"item\",\n \"title\": \"

Structured e-mentoring via online platform

\",\n \"description\": \"\",\n \"updated\": 1755251933470,\n \"order\": 1\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"prWu5AduwR4CNgUK8MNfk\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Continuation of funding

\",\n \"description\": \"\",\n \"updated\": 1755251933469,\n \"order\": 7\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"groupId\": \"ShsFACu6eq8ndpxP3juKW\",\n \"itemId\": \"q0Tlq5uiqD6uGJ7L6Ez_y\",\n \"type\": \"item\",\n \"title\": \"

Study skills specialist

\",\n \"description\": \"\",\n \"updated\": 1755251966261,\n \"order\": 2\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"assumptions\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"q_SoT3jzjobzPjMbqw6-i\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"The eligibility criteria will ensure that the pupils who participate are those who will benefit most\",\n \"description\": \"\",\n \"updated\": 1755251933483,\n \"order\": 2\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"qtmNTueTBkhSkoPI_VqIL\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Staff and student deliverers are effective and well-trained

\",\n \"description\": \"\",\n \"updated\": 1755251933494,\n \"order\": 6\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"sN4NOikq4ngOFJudbdEm3\",\n \"groupId\": \"Ap-buf7JSZHie3tTw_0sD\",\n \"type\": \"item\",\n \"title\": \"Transition support\",\n \"description\": \"\",\n \"updated\": 1755251933468,\n \"order\": 3\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"v7NgvBlhBoEdtsAS281MI\",\n \"groupId\": \"GW0la9TC5ZTZEDc-Fz4Rf\",\n \"type\": \"item\",\n \"title\": \"Student ambassadors\",\n \"description\": \"\",\n \"updated\": 1755251933465,\n \"order\": 0\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"wUdD0U-pOE6FSeq1H6BVd\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Participants are motivated and engage with all components of the intervention

\",\n \"description\": \"\",\n \"updated\": 1755251933489,\n \"order\": 2\n },\n {\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"activities\",\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"itemId\": \"yPTQyoJVm-cRaSzgPPBBE\",\n \"title\": \"Standard Programme\",\n \"type\": \"group\",\n \"updated\": 1755251933494,\n \"order\": 0,\n \"groupId\": null\n }\n ],\n \"itemLinks\": [],\n \"fieldData\": [\n {\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"location\",\n \"text\": \"

\",\n \"updated\": 1755251933499\n },\n {\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"problem-detail\",\n \"text\": \"

Students from a POLAR4 Q1 postcode are 17% less likely to study Maths, Physics, or Engineering at the provider compared with students from a POLAR4 Q5 postcode.

\",\n \"updated\": 1755251933500\n },\n {\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"problem-summary\",\n \"text\": \"

At our University, we have identified gaps in access to STEM courses for students from widening participation backgrounds. For example, only 7.8% of our Physics cohort is from POLAR Q1 compared to 43.6% from POLAR Q5. These gaps matter because STEM courses often provide access to high-skilled, high-paid careers, and underrepresentation in these fields perpetuates wider social and economic inequalities. Tackling this challenge is essential not just for individual opportunity, but also for ensuring that STEM fields benefit from the full diversity of talent and experience in society.

\",\n \"updated\": 1755251943551\n },\n {\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"rationale-summary\",\n \"text\": \"

Evaluation from previous years shows that the majority of students on the programme applied to the University. This could be attributed to improvements in knowledge, confidence and attitudes to HE caused by the programme. Data also revealed that there was still a barrier relating to attainment. This year, the programme has been expanded to address this issue as some interventions are explicitly attainment raising.

\",\n \"updated\": 1755251933501\n },\n {\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"stakeholders\",\n \"text\": \"

Parents, teachers

\",\n \"updated\": 1755251933502\n },\n {\n \"projectId\": \"LhiSMv-Z5vHyH5v-UuGqH\",\n \"versionId\": \"WsjJmo75o6mQGzERcbFEG\",\n \"fieldId\": \"target-group\",\n \"text\": \"POLAR4 Q1, care leavers, disabled students\",\n \"updated\": 1755251933502\n }\n ]\n}",1755252531175,"MSoihQ8dhqqg4ln6NuGSD",{"_14":285,"_263":287,"_19":288,"_266":289,"_268":290,"_27":291},"Enhanced ToC: School Governors Scheme","

An example Enhanced Theory of Change for a school governors scheme run by a university

","pre-entry,attainment","{\n \"exportedAt\": \"2025-08-15T10:42:49.689Z\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"projectName\": \"Enhanced ToC: School Governors Scheme\",\n \"tags\": \"pre-entry,attainment\",\n \"selectedVersions\": [\n {\n \"id\": \"r02CN5iSdSLguero4tDU1\",\n \"name\": \"Version r02CN5iS\"\n }\n ],\n \"versions\": [\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"name\": \"v1, July 2025\",\n \"created\": 1751447490844,\n \"updated\": 1755254505596\n }\n ],\n \"items\": [\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"0SFs2OOf2F_hVApdskp8I\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Placing trained governors with relevant and valuable skills into schools will improve the quality of school governance, and therefore improve decision-making, accountability, and leadership in schools.

\",\n \"description\": \"

This pathway hypothesises that, by training and placing volunteers in school governance roles, they will improve their understanding of the school’s context, needs, and curriculum, and also develop a clearer understanding of their responsibilities within the school. In turn, school governors are expected to be equipped with the necessary skills to contribute to school governance effectively, including relevant and valuable inputs. Assuming there are not wider barriers affecting school governance, it is anticipated that this contribution will improve school governance, decision-making, accountability, and leadership in schools.

In a study consisting of surveys and focus groups conducted by GfS and partners in 2019, participating governance volunteers reported the development of transferrable skills such as leadership and negotiation but also reported a growth in agility, analysing performance data and KPIs, and financial skills. Findings from the GfS survey with schools and volunteers also found that school governance volunteers have had significant professional progression, such as becoming a committee member (incl. a committee chair or Vice Chair) or a link governor.

The survey conducted by GfS also found that school governance volunteers are highly effective in making positive impacts on the schools they are placed in. Findings show that governors can impact schools through a range of actions, including advising on financial and strategic matters, reviewing and amending policy, providing leadership, and having advanced IT skills.

While these findings show promising evidence supporting this causal pathway, it is largely based on self-reported data without a comparison group. As such, more robust evidence is needed to confirm that the GfS programme leads to improved school governance.

\",\n \"items\": [\n {\n \"itemId\": \"NR5ijO6XBlKLoSHOvYg8_\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"7DzjhqvhWKF3pbSPRd_Lx\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"7LNipRBxpzwlX_kflVN18\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"lIa2FnV0mRZUSnDWzrwq-\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"DS54Tv8yc43Hw4C9xsNEU\",\n \"timescale\": \"activities\"\n }\n ],\n \"updated\": 1755253862072,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"2GWqjVRzXldAtJTOaW5Md\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Effective collaboration between schools and GfS so that needs and vacancies are communicated

\",\n \"description\": \"\",\n \"updated\": 1755253862007,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"2qGmCbQ0WJxtbmHfDI5LK\",\n \"groupId\": \"GU7fLr8pnregtVWl44KsZ\",\n \"type\": \"item\",\n \"title\": \"

Management of application process for volunteers, including screening of applicants

\",\n \"description\": \"

Reviewing applications, selecting those that meet the eligibility criteria, and matching them with schools, based on the schools’ needs and volunteers’ skills. Once the matching has been done, schools’ headteachers and school governance volunteers are expected to meet to confirm they are happy with the allocation, and the school governance volunteer is provided with the opportunity to attend and observe one governing board meeting before committing to the role.

\",\n \"updated\": 1755253862105,\n \"order\": 5\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"47xKQbrLyK2TGpF-AYsH9\",\n \"groupId\": \"JO0Hn3nhWVoFR0KWmj5pl\",\n \"type\": \"item\",\n \"title\": \"

Attendance to training delivered by GfS, the University, and the school

\",\n \"description\": \"\",\n \"updated\": 1755253862119,\n \"order\": 5\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"71cYVQZvQCHUUMna3SGAN\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

The attainment gap for disadvantaged pupils is reduced

\",\n \"description\": \"\",\n \"updated\": 1755253862090,\n \"measure\": \"

Tracking attainment via HEAT Track; potential for developing a counterfactual group in the future

\",\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"7DzjhqvhWKF3pbSPRd_Lx\",\n \"groupId\": \"ebmeRCgqXyh6CLxj-BuOR\",\n \"type\": \"item\",\n \"title\": \"

Improved understanding of the school's curriculum and context

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755253862124,\n \"measure\": \"

Survey issued to governance volunteers at multiple stages throughout the intervention

\",\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"7LNipRBxpzwlX_kflVN18\",\n \"groupId\": \"ebmeRCgqXyh6CLxj-BuOR\",\n \"type\": \"item\",\n \"title\": \"

Improved understanding of the school governance role and responsibilities

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755253862097,\n \"measure\": \"

Survey issued to governance volunteers at multiple stages throughout the intervention

\",\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"Av7jT-2lzYrgTIj9B8PsY\",\n \"groupId\": \"JX6heO6m5dynDPN3bHxJZ\",\n \"type\": \"item\",\n \"title\": \"

Training materials

\",\n \"description\": \"\",\n \"updated\": 1755253862075,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"DCm-Bp8goNwdGZZUTw8Z6\",\n \"groupId\": \"JX6heO6m5dynDPN3bHxJZ\",\n \"type\": \"item\",\n \"title\": \"

Skills, knowledge and time of school staff

\",\n \"description\": \"\",\n \"updated\": 1755253862129,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"DHU3VLi6wFM5DYTdUHG9A\",\n \"groupId\": \"oaHdE5l3vBFFN_d9eZRwr\",\n \"type\": \"item\",\n \"title\": \"

The University fulfils the strategic priorities in its Access and Participation Plan

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755253862098,\n \"measure\": \"

APP monitoring

\",\n \"order\": 4\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"DS54Tv8yc43Hw4C9xsNEU\",\n \"groupId\": \"GTmM1MA4O0xcH8wfGeXmO\",\n \"type\": \"item\",\n \"title\": \"

Deliver training for placed volunteers

\",\n \"description\": \"\",\n \"updated\": 1755253862132,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"references\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"groupId\": null,\n \"itemId\": \"Eu1vlglzwLjsdcu_kQfv6\",\n \"type\": \"item\",\n \"title\": \"

Golding, J., (2019). “Progression through a mathematics specialist school: a study of trajectories of the first two cohorts through King’s College London Mathematics School.” UCL Institute of Education.

\",\n \"updated\": 1755254289230,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"FgPquxhSbtbRxw3K-H9KS\",\n \"groupId\": \"JO0Hn3nhWVoFR0KWmj5pl\",\n \"type\": \"item\",\n \"title\": \"

Meeting between volunteer and headteacher

\",\n \"description\": \"

Including observation of one governing board meeting

\",\n \"updated\": 1755253862116,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"GTmM1MA4O0xcH8wfGeXmO\",\n \"title\": \"School Management\",\n \"type\": \"group\",\n \"updated\": 1755253862107,\n \"groupId\": null,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"GU7fLr8pnregtVWl44KsZ\",\n \"title\": \"GfS Management\",\n \"type\": \"group\",\n \"updated\": 1755253862066,\n \"order\": 0,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"Gg0Z4nFsHyAgHir3Yw2jm\",\n \"title\": \"University Management\",\n \"type\": \"group\",\n \"updated\": 1755253862091,\n \"order\": 2,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"references\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"groupId\": null,\n \"itemId\": \"GtCN1s3f-A3moG0F-BpeA\",\n \"type\": \"item\",\n \"title\": \"

TASO (2022). Typology of attainment-raising activities conducted by HEPs: Rapid Evidence Review.

\",\n \"description\": \"https://cdn.taso.org.uk/wp-content/uploads/TASO-attainment-raising-typology-and-rapid-evidence-review-1.pdf\",\n \"mode\": \"enhanced\",\n \"updated\": 1755254505596,\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"HITqjQylKcMdjmGKoLVny\",\n \"groupId\": \"oaHdE5l3vBFFN_d9eZRwr\",\n \"type\": \"item\",\n \"title\": \"

The University develops strategic partnerships with schools

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755253862082,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"JO0Hn3nhWVoFR0KWmj5pl\",\n \"title\": \"School Governance activities\",\n \"type\": \"group\",\n \"updated\": 1755253862131,\n \"order\": 3,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"JULjzWlUlFZBEeOf4KdDc\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Improved pupil outcomes, including attendance, behaviour, and academic performance

\",\n \"description\": \"\",\n \"updated\": 1755253862120,\n \"measure\": \"

Data provided by schools

\",\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"JX6heO6m5dynDPN3bHxJZ\",\n \"title\": \"Schools\",\n \"type\": \"group\",\n \"updated\": 1755253862106,\n \"order\": 2,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"J_irS7NISp4cA7XmajlKU\",\n \"groupId\": \"esg_cQzBbjbHPQ6_NJ_Gq\",\n \"type\": \"item\",\n \"title\": \"

More effective school governance improves the overall running of the school

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755253862104,\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"KnYF5i3i8ADnfNxme44jY\",\n \"groupId\": \"oaHdE5l3vBFFN_d9eZRwr\",\n \"type\": \"item\",\n \"title\": \"

Improved awareness of the University and its widening participation work among schools

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755253862102,\n \"order\": 3\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"M7XIK5R7MnDm_IKPaj_ek\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Difficult school contexts can challenge the fulfilment of anticipated impacts

\",\n \"description\": \"

Pupil outcomes are impacted by wider factors outside of the control of the intervention or the changes governors are able to make.

\",\n \"updated\": 1755253862131,\n \"order\": 8\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"NR5ijO6XBlKLoSHOvYg8_\",\n \"groupId\": \"GU7fLr8pnregtVWl44KsZ\",\n \"type\": \"item\",\n \"title\": \"

Creation and delivery of training for placed school governance volunteers

\",\n \"description\": \"

Using existing GfS materials

\",\n \"updated\": 1755253862103,\n \"order\": 4\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"OnjD5Dc0bDVcN9DA92gxC\",\n \"groupId\": \"pHFqXTyaHQCCZJcJ7bTk0\",\n \"type\": \"item\",\n \"title\": \"

Skills, knowledge and time of University staff and alumni

\",\n \"description\": \"\",\n \"updated\": 1755253862089,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"OqsprXcIjB0AuGfgk8Kf-\",\n \"groupId\": \"pHFqXTyaHQCCZJcJ7bTk0\",\n \"type\": \"item\",\n \"title\": \"

University funding

\",\n \"description\": \"

Budgeted into the Schools and Outreach department

\",\n \"updated\": 1755253862081,\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"PmZURIoSs3vc_cGhzaFJg\",\n \"groupId\": \"pHFqXTyaHQCCZJcJ7bTk0\",\n \"type\": \"item\",\n \"title\": \"

Skills, knowledge and time of delivery and management staff

\",\n \"description\": \"\",\n \"updated\": 1755253862107,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"QYxkAoVPC2yQ4oF3ey-IT\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Volunteer governor training is effective and accessible

\",\n \"description\": \"

Improves skills relevant for the governor role (e.g., strategic leadership, financial management, negotiation skills).

Mitigation: Draw on GfS's previous expertise in this field, and allow opportunity for tailoring of training to volunteer needs.

\",\n \"updated\": 1755253862117,\n \"order\": 4\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"RST6YeiVQ5eDELDFxFsUK\",\n \"groupId\": \"dG9RepA0OzJ6518dOJ4C-\",\n \"type\": \"item\",\n \"title\": \"

External partnerships for training design and delivery

\",\n \"description\": \"\",\n \"updated\": 1755253862110,\n \"order\": 4\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"SVdTsPZzg2rSJjFakcsP3\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Commitment and availability of school governance volunteers

\",\n \"description\": \"

Mitigation: Make the opportunity look as attractive as possible by highlighting benefits to all stakeholders involved.

\",\n \"updated\": 1755253862100,\n \"order\": 7\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"U_qT0l43H-KpRsdwY4Y1q\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Lack of resources in schools

\",\n \"description\": \"

Lack of resources (e.g., staff or budget) could complicate the improvement of the schools’ governance, impact the retention and development of skilled governance volunteers, and hinder positive changes in the schools’ curriculum and direction that can affect the achievement of improved pupil outcomes.

\",\n \"updated\": 1755253862069,\n \"order\": 6\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"VAxUYJ50sbwhDwx_FPAP9\",\n \"groupId\": \"esg_cQzBbjbHPQ6_NJ_Gq\",\n \"type\": \"item\",\n \"title\": \"

Increase in skilled professionals on governing school bodies

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755253862057,\n \"measure\": \"

Survey issued to schools

\",\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"Xd9gjk8tFc5wa3G-boUqL\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Improved governance, decision-making, accountability and leadership in schools will lead to improved school performance and outcomes for students.

\",\n \"description\": \"

The second pathway follows on from the first, largely looking at the hypothesis that improved governance, decision-making, accountability and leadership in schools will lead to improved school performance, pupil outcomes, and attainment. This is expected to take place as more effective school boards are expected to have better strategic planning and better financial resource management than school boards with skills gaps. In turn, this is anticipated to result in improved outcomes both financially (e.g., financial resources better allocated) and for pupils’ education (e.g. resources allocated to meet pupils’ needs and provide adequate support). By ensuring pupils receive the support and education they need – including adequate resources, material, facilities, and support services – they are expected to have better outcomes such as improved attendance and academic performance, leading to overall improved attainment.

There is some evidence to support the link between improved governance in schools and improved pupil outcomes, and it is a key area reviewed by Ofsted. The Education Endowment Foundation (EEF) states that school governors and trustees play a crucial role in improving school performance by providing support and challenge to the headteacher and their leadership team, and they produced a report on becoming an evidence-informed governor.

However, according to TASO’s Rapid Evidence Review, the strength of evidence for school governance interventions – which include university members becoming governors of schools – is weak, as existing research does not demonstrate a causal link between these interventions and attainment. Therefore, as noted above, more robust evidence is needed to assess whether the GfS programme leads to improved school governance and if in turn, this leads to improved pupil outcomes including attainment. Attributing the impact to the programme may be challenging due to the many other factors affecting pupil performance.

\",\n \"items\": [\n {\n \"itemId\": \"lIa2FnV0mRZUSnDWzrwq-\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"JULjzWlUlFZBEeOf4KdDc\",\n \"timescale\": \"impacts\"\n },\n {\n \"itemId\": \"J_irS7NISp4cA7XmajlKU\",\n \"timescale\": \"outcomes-long\"\n }\n ],\n \"updated\": 1755253862117,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"Ydsl4TbfUkQJCg8GIhiAB\",\n \"groupId\": \"dG9RepA0OzJ6518dOJ4C-\",\n \"type\": \"item\",\n \"title\": \"

Training materials

\",\n \"description\": \"

Existing online and physical materials from GfS resources

\",\n \"updated\": 1755253862087,\n \"order\": 3\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"ZHR9RYBUUlAz9EIYUA3VZ\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Appropriate targeting of communication and recruitment activities to ensure they meet the intended audience

\",\n \"description\": \"

Mitigation: Drawing on GfS's prior experience of recruiting volunteers, making use of University staff and alumni networks

\",\n \"updated\": 1755253862111,\n \"order\": 5\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"ZWwf_Nc6S90e6ymLjdLI6\",\n \"groupId\": \"ebmeRCgqXyh6CLxj-BuOR\",\n \"type\": \"item\",\n \"title\": \"

Improved strategic leadership, communication, negotiation and financial management skills

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755253862115,\n \"measure\": \"

Survey issued to governance volunteers at multiple stages throughout the intervention

\",\n \"order\": 3\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"aD_kjAjGzgY2vNggWsAPE\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Adequate and sustained resourcing from the University and GfS to run the programme

\",\n \"description\": \"

Mitigation: Commitment to funding in University strategy

\",\n \"updated\": 1755253862083,\n \"order\": 3\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"aueMZuYcyLJy9BjMIhth6\",\n \"groupId\": \"GU7fLr8pnregtVWl44KsZ\",\n \"type\": \"item\",\n \"title\": \"

Volunteer outreach activities to engage schools and recruit school governance volunteers

\",\n \"description\": \"

Including presentations, social media campaigns, and headhunting activities

\",\n \"updated\": 1755253862012,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"dG9RepA0OzJ6518dOJ4C-\",\n \"title\": \"Governors for Schools (GfS)\",\n \"type\": \"group\",\n \"updated\": 1755253862051,\n \"order\": 0,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"dmHF9_XIrR7jdKDP3MSxl\",\n \"groupId\": \"dG9RepA0OzJ6518dOJ4C-\",\n \"type\": \"item\",\n \"title\": \"

GfS funding

\",\n \"description\": \"\",\n \"updated\": 1755253862062,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"ebmeRCgqXyh6CLxj-BuOR\",\n \"title\": \"School Governance volunteers\",\n \"type\": \"group\",\n \"updated\": 1755253862126,\n \"order\": 2,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"esg_cQzBbjbHPQ6_NJ_Gq\",\n \"title\": \"Schools\",\n \"type\": \"group\",\n \"updated\": 1755253862093,\n \"order\": 0,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"g8tjyyU59IUwtaqLfX8d3\",\n \"groupId\": \"Gg0Z4nFsHyAgHir3Yw2jm\",\n \"type\": \"item\",\n \"title\": \"

University delivers training in conjunction with GfS

\",\n \"description\": \"\",\n \"updated\": 1755253862088,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"hCUaOozlMLIV4OlxVOhQ4\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Volunteers are not put off by uncertainty around onboarding times and remote locations of schools in some disadvantaged areas

\",\n \"description\": \"\",\n \"updated\": 1755253862114,\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"iHmJ-yH5ymbXCgars0rTL\",\n \"groupId\": \"GU7fLr8pnregtVWl44KsZ\",\n \"type\": \"item\",\n \"title\": \"

Data collection and monitoring and evaluation activities

\",\n \"description\": \"

This includes sharing anonymised information on the number of University volunteers placed in schools with the University, so that the University can monitor its staff and alumni engagement in school boards, which contributes to their volunteer hour commitments.

\",\n \"updated\": 1755253862125,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"ik3AKQVGNvMb34Jt6vWA8\",\n \"groupId\": \"pHFqXTyaHQCCZJcJ7bTk0\",\n \"type\": \"item\",\n \"title\": \"

Training materials

\",\n \"description\": \"\",\n \"updated\": 1755253862080,\n \"order\": 3\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"jTDLGpcUmPxjrKtcWeB7E\",\n \"groupId\": \"GTmM1MA4O0xcH8wfGeXmO\",\n \"type\": \"item\",\n \"title\": \"

Communications of skill gaps and vacancies to GfS

\",\n \"description\": \"

Via a form on GfS website - this means placement of volunteers can be tailored to schools' needs

\",\n \"updated\": 1755253862084,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"lIa2FnV0mRZUSnDWzrwq-\",\n \"groupId\": \"esg_cQzBbjbHPQ6_NJ_Gq\",\n \"type\": \"item\",\n \"title\": \"

The governing board displays improved decision-making, accountability and leadership

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755253862118,\n \"measure\": \"

Survey issued to schools

\",\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"m7yPBmQq-3ILHAjBBrjV4\",\n \"groupId\": \"dG9RepA0OzJ6518dOJ4C-\",\n \"type\": \"item\",\n \"title\": \"

Skills, knowledge and time of GfS staff

\",\n \"description\": \"\",\n \"updated\": 1755253862123,\n \"order\": 0\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"myx01kjvAEiB3G3rEgMXk\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Schools with volunteer placements see improved attainment

\",\n \"description\": \"\",\n \"updated\": 1755253862122,\n \"measure\": \"

Tracking attainment via HEAT Track; potential for developing a counterfactual group in the future

\",\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"ntI1juAqr5HbhkJHSvSu6\",\n \"groupId\": \"JO0Hn3nhWVoFR0KWmj5pl\",\n \"type\": \"item\",\n \"title\": \"

Volunteer fulfils their school governance role

\",\n \"description\": \"

Involves working with other board members to plan the school’s strategic direction, oversee the school’s financial performance, and hold the headteacher and school leadership to account. School governance roles also involve challenging existing processes to drive school improvement in different areas such as wellbeing, inclusion, health and safety. School governance volunteers are also expected to join and contribute to a school governance volunteers’ network to share best practice and experiences with other volunteers. Ideally, governors will be in place for 4 years.

\",\n \"updated\": 1755253862099,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"nvwolqgc38dIQWEGTejIv\",\n \"groupId\": \"JO0Hn3nhWVoFR0KWmj5pl\",\n \"type\": \"item\",\n \"title\": \"

Participation in school governance volunteers network

\",\n \"description\": \"\",\n \"updated\": 1755253862100,\n \"order\": 4\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"oGKi27vlUvNJs-PUCQhVo\",\n \"groupId\": \"dG9RepA0OzJ6518dOJ4C-\",\n \"type\": \"item\",\n \"title\": \"

Networks of Local Authorities, schools, and multi-academy trusts

\",\n \"description\": \"\",\n \"updated\": 1755253862108,\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"oaHdE5l3vBFFN_d9eZRwr\",\n \"title\": \"University\",\n \"type\": \"group\",\n \"updated\": 1755253862089,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"pHFqXTyaHQCCZJcJ7bTk0\",\n \"title\": \"University\",\n \"type\": \"group\",\n \"updated\": 1755253862059,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"pNSt6z93OytPD6m1Kaz00\",\n \"groupId\": \"GU7fLr8pnregtVWl44KsZ\",\n \"type\": \"item\",\n \"title\": \"

Selection of eligible applicants and matching of volunteers with schools

\",\n \"description\": \"\",\n \"updated\": 1755253862112,\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"qIx1WcO_RYevRUFnenD7u\",\n \"groupId\": \"pHFqXTyaHQCCZJcJ7bTk0\",\n \"type\": \"item\",\n \"title\": \"

Partnership with GfS

\",\n \"description\": \"

Overseen by a member of the Schools and Outreach team

\",\n \"updated\": 1755253862096,\n \"order\": 4\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"qqGxiwRU6UiSh6sratOZE\",\n \"groupId\": \"JO0Hn3nhWVoFR0KWmj5pl\",\n \"type\": \"item\",\n \"title\": \"

Relationship building with headteacher and school governing board staff

\",\n \"description\": \"\",\n \"updated\": 1755253862078,\n \"order\": 3\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"sCbOhSYCsjGdir2GqU-TA\",\n \"groupId\": \"Gg0Z4nFsHyAgHir3Yw2jm\",\n \"type\": \"item\",\n \"title\": \"

University runs outreach activities to recruit volunteer University staff and alumni

\",\n \"description\": \"

This includes both in-person and online information events, as well as communications. The University is then responsible for managing interest from staff and alumni until they are formally placed with an appropriate school. This includes capturing information on engagement with the alumni network, which will be used to assess the performance of the initiative.

\",\n \"updated\": 1755253862122,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"t8bdQiznxNukAXn1W_KXc\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Volunteers contribute to a governance network

\",\n \"description\": \"

Mitigation: Make access to the network easy, low commitment, and mutually beneficial for governors

\",\n \"updated\": 1755253862103,\n \"order\": 9\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"tY8LM3yuuwMmOCVa0Gy6R\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

School governance volunteers fill the skills gaps in the school board

\",\n \"description\": \"

Mitigation: Effective identification of skills gaps in schools and of skills brought by volunteers, plus high-quality matching between schools and volunteers.

\",\n \"updated\": 1755253862085,\n \"order\": 10\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"u5REVSNOodb7ufBaa8f4C\",\n \"groupId\": \"oaHdE5l3vBFFN_d9eZRwr\",\n \"type\": \"item\",\n \"title\": \"

There is an increased interest in and understanding of the University's widening participation work among staff and alumni

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755253862128,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"references\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"groupId\": null,\n \"itemId\": \"uJHmlRWtrxqI0SS1pynn0\",\n \"type\": \"item\",\n \"title\": \"

Universities UK (2016). “Working in Partnership: Enabling Social Mobility in Higher Education. The final report of the Social Mobility Advisory Group.”

\",\n \"updated\": 1755254292896,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"uPM8HVkdYidOB_17-w-bw\",\n \"groupId\": \"ebmeRCgqXyh6CLxj-BuOR\",\n \"type\": \"item\",\n \"title\": \"

Increased engagement with professional development activities and the community of school governance volunteers to share best practice

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755253862086,\n \"measure\": \"

Survey issued to governance volunteers at multiple stages throughout the intervention

\",\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"vfpk49gwYhgPbCmYQD4s2\",\n \"groupId\": \"JO0Hn3nhWVoFR0KWmj5pl\",\n \"type\": \"item\",\n \"title\": \"

Volunteer contributes to the school strategy

\",\n \"description\": \"

Contributions may include wellbeing, inclusion, health and safety

\",\n \"updated\": 1755253862119,\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"wLAi4Psc3P1_s5i7dySa5\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Volunteers and schools are willing and able to provide feedback as part of monitoring and evaluation

\",\n \"description\": \"

Mitigation: Make evaluation processes straightforward and embed them in existing activities as much as possible. Make use of data that is routinely collected for monitoring.

\",\n \"updated\": 1755253862101,\n \"order\": 1\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"activities\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"xHKrIlLilff575MLHWHA2\",\n \"groupId\": \"GU7fLr8pnregtVWl44KsZ\",\n \"type\": \"item\",\n \"title\": \"

Ongoing collaboration with local authorities, multi-academy trusts and schools to identify skills gaps and current vacancies

\",\n \"description\": \"\",\n \"updated\": 1755253862095,\n \"order\": 3\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"itemId\": \"xYb_AdzaGN_oHMXI21byF\",\n \"groupId\": \"oaHdE5l3vBFFN_d9eZRwr\",\n \"type\": \"item\",\n \"title\": \"

Increased contribution to volunteering hours target in a University-wide campaign

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755253862121,\n \"measure\": \"

Data collected by the University

\",\n \"order\": 2\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"references\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"groupId\": null,\n \"itemId\": \"y9Oc9VQMULtNJXOceg2JZ\",\n \"type\": \"item\",\n \"title\": \"

Education Endowment Foundation (2019). The EEF guide to becoming an evidence-informed school governor and trustee.

\",\n \"description\": \"https://educationendowmentfoundation.org.uk/education-evidence/bitesize-support/guide-for-governing-boards#:~:text=Education%20Endowment%20Foundation%3AGuide%20for%20governing%20boards&text=School%20governors%20and%20trustees%20play,headteacher%20and%20their%20leadership%20team.\",\n \"mode\": \"enhanced\",\n \"updated\": 1755254498024,\n \"order\": 3\n }\n ],\n \"itemLinks\": [\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"linkId\": \"7EF5I79JPyfNUKWm56cFs\",\n \"pathwayId\": \"0SFs2OOf2F_hVApdskp8I\",\n \"sourceId\": \"7LNipRBxpzwlX_kflVN18\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"lIa2FnV0mRZUSnDWzrwq-\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1751450485117\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"linkId\": \"Vi0wAV6xucq2Ssu1-8WOT\",\n \"pathwayId\": \"0SFs2OOf2F_hVApdskp8I\",\n \"sourceId\": \"NR5ijO6XBlKLoSHOvYg8_\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"7LNipRBxpzwlX_kflVN18\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751454985540,\n \"title\": \"

GfS will deliver extensive training at the start of the placement which covers the role and responsibilities of a school governor. The monitoring of feedback from previous iterations of this training has shown that, following the training, volunteers are more confident that they understand the role and can perform it effectively.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"linkId\": \"WDakbvO740iqHMHjU6CNU\",\n \"pathwayId\": \"0SFs2OOf2F_hVApdskp8I\",\n \"sourceId\": \"DS54Tv8yc43Hw4C9xsNEU\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"7DzjhqvhWKF3pbSPRd_Lx\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751455406429,\n \"title\": \"

The school will deliver clear and effective training which clearly situates the school's context within the wider sector. After the training, the volunteers are provided with a selection of physical resources so that they continue to have access to this information after the training is complete.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"linkId\": \"ayf0dy0Xh794USmz5KpmA\",\n \"pathwayId\": \"Xd9gjk8tFc5wa3G-boUqL\",\n \"sourceId\": \"lIa2FnV0mRZUSnDWzrwq-\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"J_irS7NISp4cA7XmajlKU\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751461139015,\n \"title\": \"

Improved decision-making in school boards is expected to result in better strategic planning and better financial resource management than school boards with skills gaps, which makes the overall running of the school more effective.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"linkId\": \"qEfSQS64o7MO0FsnLz5K2\",\n \"pathwayId\": \"Xd9gjk8tFc5wa3G-boUqL\",\n \"sourceId\": \"J_irS7NISp4cA7XmajlKU\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"JULjzWlUlFZBEeOf4KdDc\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1751460914454,\n \"title\": \"

There is some limited evidence (Golding, 2019; Universities UK, 2017) which suggests that sponsorship of a local school could be associated with an increase in pupil attainment and HE progression. The assumption is that interventions focus on enhancing institutional-level factors contribute to improved attainment for individual students.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"linkId\": \"zw6rnAhtbc1wbmPPTQz4f\",\n \"pathwayId\": \"0SFs2OOf2F_hVApdskp8I\",\n \"sourceId\": \"7DzjhqvhWKF3pbSPRd_Lx\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"lIa2FnV0mRZUSnDWzrwq-\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1751454492397,\n \"title\": \"

Improved understanding of the school's context and the responsibilities of a school governor, will increase the volunteers' confidence and competence. This will result in them making effective and valuable contributions to the school governance, which will support the board with effective decision-making.

\",\n \"importance\": \"medium\"\n }\n ],\n \"fieldData\": [\n {\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"delivery\",\n \"text\": \"

The recruitment and engagement of schools and volunteers, as well as the application process, matching of volunteers with schools, and training of volunteers is conducted entirely online.

School governance volunteers are typically expected to attend the school board meetings in person, though a small number of roles are remote.

\",\n \"updated\": 1755253862132\n },\n {\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"location\",\n \"text\": \"

The programme coordination, promotion and recruitment of the programme is delivered on campus and virtually via university networks. GfS training for volunteers is typically online/virtual. Staff and alumni recruited for school governance roles as well as the schools involved are based across England and Wales.

\",\n \"updated\": 1755253862133\n },\n {\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"problem-detail\",\n \"text\": \"

In a study, Higher Education Funding Council for England (HEFCE) examined HEPs sponsorship of academy schools and conducted an empirical analysis of the trends in pupils’ attainment and HE progression. The analysis found that there was a significant increase in pupil attainment at Key Stage 4 across all sponsored academies studied (Universities UK, 2017). However, schools have seen an increase in demand for school governors with specialised skill sets, and many are struggling to fill their vacancies with appropriate volunteers (Governors for Schools, 2025). Schools in disadvantaged areas are more heavily impacted by these challenges. This intervention aims to recruit and place university staff and alumni into school governance roles in England and Wales in partnership with Governors for Schools (GfS). This approach seeks to strategically match skilled individuals with vacancies in order to improve educational outcomes for pupils. The University project targets skills gaps mainly in disadvantaged areas to support underperforming schools, and contribute to improved school outcomes, including pupil attainment.

\",\n \"updated\": 1755253862134\n },\n {\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"problem-summary\",\n \"text\": \"

Effective school governance and leadership are critical to driving school improvement. However, many schools, particularly those in disadvantaged areas and underperforming schools, struggle to recruit volunteers with the necessary skills and expertise for taking on a school governance role.

\",\n \"updated\": 1755253862134\n },\n {\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"stakeholders\",\n \"text\": \"

The intervention is managed and coordinated by members of staff from the university in collaboration with GfS. GfS leads on recruiting and training university staff and alumni to fulfil school governance volunteer roles.

\",\n \"updated\": 1755253862135\n },\n {\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"tailoring\",\n \"text\": \"

This intervention is generally not tailored to participants, although the governance volunteer role can vary depending on the school context. GfS volunteers should take responsibility for their engagement with the training materials available online, and they should collaboratively agree with school boards on their role and responsibilities.

\",\n \"updated\": 1755253862135\n },\n {\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"target-group\",\n \"text\": \"

The School Governors Scheme supports schools across England and Wales, from maintained schools to Multi-Academy Trusts, and mainly targets schools in disadvantaged areas and underperforming schools, identified using DfE school data.

\",\n \"updated\": 1755253862136\n },\n {\n \"projectId\": \"2xo3Wf0DrbBVRV7t6MbEC\",\n \"versionId\": \"r02CN5iSdSLguero4tDU1\",\n \"fieldId\": \"timeframes\",\n \"text\": \"

Once the programme starts, the recruitment of volunteers and matching of volunteers with schools is anticipated to take place throughout the academic year. University staff and alumni would be able to apply to school governance volunteer roles at any time.

Once volunteers have been placed, they are expected to fulfil their role for 4 years.

\",\n \"updated\": 1755253862137\n }\n ]\n}",1755254617812,"yvCCQ2wrkEiqt10yHO4kJ",{"_14":292,"_263":294,"_19":295,"_266":296,"_268":297,"_27":298},"Enhanced ToC: Dissertation Retreats and Awarding Gap Student Panel","

An example Enhanced Theory of Change for a programme aiming to address the ethnicity degree awarding gap

","post-entry,attainment","{\n \"exportedAt\": \"2025-08-15T10:44:49.207Z\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"projectName\": \"Enhanced ToC: Dissertation Retreats and Awarding Gap Student Panel\",\n \"tags\": \"post-entry,attainment\",\n \"selectedVersions\": [\n {\n \"id\": \"sn02pptsIC-_mjn474S9G\",\n \"name\": \"Version sn02ppts\"\n }\n ],\n \"versions\": [\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"name\": \"v1, July 2025\",\n \"description\": \"\",\n \"created\": 1751554659952,\n \"updated\": 1755254676345\n }\n ],\n \"items\": [\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"0KhPyK5qQaDALPUnOkkMI\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Improved leadership and management skills

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755252988355,\n \"measure\": \"

Participant feedback surveys

\",\n \"order\": 14\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"0ZRx4y9funLD_cIndSfcS\",\n \"title\": \"Dissertation Retreats\",\n \"type\": \"group\",\n \"updated\": 1755252988343,\n \"order\": 0,\n \"groupId\": null\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"0brv9Cs4HnJRHa-JJ2XWi\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Engaging in collaborative projects with faculties and local organisations

\",\n \"description\": \"\",\n \"updated\": 1755252988327,\n \"order\": 4\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"1D7TA9jneE8o1X0TByChQ\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students engage with programme content and outputs

\",\n \"description\": \"

Mitigation: Dissertation retreat support is tailored based on academic discipline and stage in dissertation process. Writing and Maths & Stats specialists will be available for students who wish to discuss the progress of their dissertation work, ensuring that students from a range of disciplines can engage with tailored support. Providing group coaching from the Post-Entry Academic Skills Team for students to help them to feel prepared and in the best position to make the most of the dedicated writing time. AGP activities are planned by current students, so are designed to be relevant and engaging for students. Involving the panel in the development of other projects across the university, with students playing a consultancy role to amplify the Black student voice and provide insight into the diversity of student perceptions and experiences.

\",\n \"updated\": 1755252988356,\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"24K_9PV44i2kzgUftRzyK\",\n \"groupId\": \"SuR9qYYFoMnbaE-e3h0GT\",\n \"type\": \"item\",\n \"title\": \"

Closure of the ethnicity degree awarding gap

\",\n \"description\": \"\",\n \"updated\": 1755252988212,\n \"measure\": \"

Internal institutional monitoring of awarding gap

\",\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"2F3SzBGlvTRaacvWMQjmb\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased confidence in navigating conversations with their dissertation supervisors

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988289,\n \"measure\": \"

Pre- and post- participant feedback surveys

\",\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Improved academic writing skills

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755252988357,\n \"measure\": \"

Pre- and post- participant feedback surveys

\",\n \"order\": 6\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"3QTN9iFTllBp2aEtWIvkp\",\n \"groupId\": \"L092sXbM3Opcz3VYReDin\",\n \"type\": \"item\",\n \"title\": \"

Funding

\",\n \"description\": \"

Budget to renumerate students' time and to support them with the running of events

\",\n \"updated\": 1755252988357,\n \"order\": 4\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"references\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": null,\n \"itemId\": \"4lYTNU607iDzAN38oP1HI\",\n \"type\": \"item\",\n \"title\": \"

Lane, J., Lane, A. M., & Kyprianou, A. (2004). “Self-efficacy, self-esteem and their impact on academic performance.” Social Behavior and Personality, 32(3), pp. 247-256.

\",\n \"updated\": 1755254658311,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"66qzJllkcwYYA2ftr2Btb\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased self-efficacy

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988351,\n \"measure\": \"

Pre- and post- participant feedback surveys, using TASO's Access and Success Questionnaire

\",\n \"order\": 4\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"references\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": null,\n \"itemId\": \"6Nhwu3FGvJuiPRqWy8-X7\",\n \"type\": \"item\",\n \"title\": \"

Maheux-Pelletier, G., Marsh, H., & Frake-Mistak, M. (2019). “The benefits of writing retreats revisited.” In Critical collaborative communities (pp. 92-105). Brill.

\",\n \"updated\": 1755254662108,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"6_Ktt-Gyr5WalF59x5P_u\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased number of Black students awarded a First/2:1

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755252988340,\n \"measure\": \"

Internal institutional monitoring of degree attainment by ethnicity

\",\n \"order\": 9\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": null,\n \"itemId\": \"748PIioahVGMxYgmUsteY\",\n \"type\": \"item\",\n \"title\": \"

The content delivered throughout the dissertation retreat is relevant to the knowledge and skills gaps the students have

\",\n \"description\": \"

Mitigation: Support and sessions will be tailored to meet students’ needs and delivered in a timely and effective manner that ensures they support the dissertation timeline.

\",\n \"updated\": 1755253702504,\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"83rUw4JISi8f4OnK41TLB\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Student panel induction and training

\",\n \"description\": \"

Upon being recruited to the panel, new participants receive training in leadership, public speaking, and HE and racial equity terminology. Training sessions will be delivered in person, as a single, three-hour group training workshop comprised of two parts:

A general Awarding Gap Panel induction (which covers important elements such as data) delivered by Student Inclusion staff
A race equity session delivered by an external consultant.

Students are provided with a training handbook that has all the necessary induction information.

\",\n \"updated\": 1755252988318,\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"9gshaJgbEuLm2WKezdmAb\",\n \"groupId\": \"qYs4uwMJdqol5oZnDWATM\",\n \"type\": \"item\",\n \"title\": \"

Good relationships across teams

\",\n \"description\": \"\",\n \"updated\": 1755252988337,\n \"order\": 6\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"BPl1NmoTGs1_7sjhtKDbc\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Overseeing the updating and distribution of the Black Freshers' Guide

\",\n \"description\": \"\",\n \"updated\": 1755252988335,\n \"order\": 8\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": \"0ZRx4y9funLD_cIndSfcS\",\n \"itemId\": \"CzHNPYhjIg2Qa8tsOWFoF\",\n \"type\": \"item\",\n \"title\": \"

Delivery of full-day dissertation retreat (open to all students)

\",\n \"description\": \"

Students will be asked to reflect on the progress of their dissertation and discuss what they would like to achieve over the course of the retreat. The retreat will be led by facilitators from the Post-Entry Academic Skills team and aligned to a clear schedule. The emphasis is placed on the processes of writing but there will be sessions to explore the practices, creativity, and skills involved in writing. The writing retreat will be structured so that writing sessions are collective and interspersed with regular breaks from writing to maintain momentum and flow. Writing and Maths & Stats specialists will also be available for students who wish to discuss the progress of their dissertation work.

The target participants of these retreats include other groups of students (e.g., students from IMD Q1 postcodes) as well as Black students. In tandem, ongoing personalised and enhanced support (such as that from Personal Academic Tutors) aims to empower students to excel.

\",\n \"updated\": 1755253412453,\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"references\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": null,\n \"itemId\": \"EmW48NIysN4qUI0jgI34Z\",\n \"type\": \"item\",\n \"title\": \"

Chipato C. (2022). “The Awarding Gap Project: Project Pilot Report 2022.” Unpublished: Internal University of Southampton report.

\",\n \"updated\": 1755254673490,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 5\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Skills acquired in the dissertation retreats increase the likelihood of students completing their dissertation and improve students’ performance on the dissertation. This leads to improved overall grades awarded for Black students engaged in the retreat, increasing the number of Black students awarded a “good degree” (1st or 2:1), in turn reducing and closing the awarding gap at the University.

\",\n \"description\": \"

Through the dissertation retreat(s), Black students will have the opportunity to develop academic and soft skills (i.e., increased self-efficacy, increased confidence in academic writing, increased confidence in accessing student support services, improved academic writing skills, improved project management skills, improved goal-setting skills). These acquired skills increase the likelihood of these students’ completing their dissertation and improve students’ performance on the dissertation. This leads to improved overall grades awarded for Black students engaged in the retreat, increasing the number of Black students awarded a “good degree” (1st or 2:1), in turn reducing and closing the awarding gap at the University.

It is proposed there is an association between student’s self-confidence in abilities, self-efficacy and their academic performance, therefore improving students’ confidence around their dissertation (Mardiansyah, 2018; Lane, Lane, Kyprianou, 2004).

Research indicates that writing retreat as an intervention can enhance motivation, increase confidence and catalyse a more positive outlook for undergraduate capstone projects (dissertations, independent research project, etc.) (Sangster, 2021).

Writing retreats can be a learning tool which enhance students’ academic language and writing skills (Makena, 2023; Hamerton & Fraser, 2011; Rentzelas & Harrison, 2020).

\",\n \"items\": [\n {\n \"itemId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"Odn_WeTNYiUcZY-2u9S1s\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"PVU4D5eY_NCGMkA0i2Qow\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"itemId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"6_Ktt-Gyr5WalF59x5P_u\",\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"xZNAq4vI8PHZxeTu6f13L\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"66qzJllkcwYYA2ftr2Btb\",\n \"timescale\": \"outcomes-short\"\n }\n ],\n \"updated\": 1755252988365,\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"Jf5Gd8rHMHkdKk5oiHm9R\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Recruitment and selection process for the AGP

\",\n \"description\": \"

The AGP student panel has established recruitment and application procedures with potential participants. The opportunity to participate on the project is advertised at the beginning of the academic year through various internal student channels, at welcome week events and in the Black Fresher’s Guide. Students must complete a short application, which are shortlisted anonymously by the previous year’s panel. Shortlisted candidates are then invited for group interviews. Following the interviews, candidates are assigned offers based on their overall performance (i.e., deciding which role to offer candidates who applied for both the Panel and the Board). Students from last year’s panel are automatically offered a position on the Board the following year and are not required to undergo the recruitment process again (this is a recent change made to retain previous panel members, whilst ensuring recruitment for an entirely new student panel remained possible).

The main beneficiary group of the AGP student panel is UK domiciled undergraduate Black students (both those on the Awarding Gap Panel and in the general student population). It should be noted that auxiliary beneficiaries may include all Black students because of the community-building elements of the AGP, even though the project is not formally monitoring the attainment of international Black students for example.

\",\n \"updated\": 1755252988321,\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"KBazpyt5TPXsGqdCpa1uO\",\n \"groupId\": \"0ZRx4y9funLD_cIndSfcS\",\n \"type\": \"item\",\n \"title\": \"

Student recruitment and selection process

\",\n \"description\": \"

The dissertation retreats are targeted at full-time UK domiciled Black undergraduate students. In addition to considering ethnicity, the eligibility criteria for the retreats also prioritises students on the Awarding Gap Panel, IMDQ1 or care experienced, and any Black final year students. The nominations process for the retreats is tiered:

Tier 1 – Nominated students who are supported by our Student Inclusion team (Awarding Gap Panel, Care
Experienced and Estranged, and mature students). Students nominated by Student Inclusion staff.
Tier 2 – Students involved in any of the above projects but have not been nominated by a staff member.
Tier 3 – Any student who meets the retreat eligibility criteria (IMDQ1, Black/mixed Black ethnicity, Care Experienced and
Estranged, and mature students).

Across all three groups, students on track for a borderline 2.1 or below are prioritised. Only students in their final UG year and home domiciled are eligible.

\",\n \"updated\": 1755252988371,\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"L092sXbM3Opcz3VYReDin\",\n \"title\": \"Awarding Gap Panel (AGP)\",\n \"type\": \"group\",\n \"updated\": 1755252988339,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"L0vo6M6XPTNOsBSBnTJNh\",\n \"title\": \"Students\",\n \"type\": \"group\",\n \"updated\": 1755252988285,\n \"order\": 0,\n \"groupId\": null\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"L25bT-oy77FU8838JWBBH\",\n \"groupId\": \"L0vo6M6XPTNOsBSBnTJNh\",\n \"type\": \"item\",\n \"title\": \"

Equality in academic experience

\",\n \"description\": \"\",\n \"updated\": 1755252988354,\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"LWu7E-N5BXyU6AD2PTbWw\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Panellists attend regular panel meetings

\",\n \"description\": \"\",\n \"updated\": 1755252988327,\n \"order\": 3\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"references\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": null,\n \"itemId\": \"MI9SiYu0FDUbuaT6CpXb-\",\n \"type\": \"item\",\n \"title\": \"

Hamerton, H., & Fraser, C. (2011). “Writing Retreats to Improve Skills and Success in Higher Qualifications and Publishing.”

\",\n \"updated\": 1755254676345,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 6\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"MVKA2YFrKFx6R89UPM2U4\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Programmes and activities designed by the AGP reach their intended audiences and are engaged with.

\",\n \"description\": \"

Mitigation: Using staff to increase the visibility of the project across the university, city and sector, achieved through working with student communications teams, delivering internal staff training, networking at city-based events, and conference attendance.

\",\n \"updated\": 1755252988374,\n \"order\": 4\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"NGnogVBFBHlNUrtTsmVk5\",\n \"groupId\": \"L092sXbM3Opcz3VYReDin\",\n \"type\": \"item\",\n \"title\": \"

Data and feedback collection tools

\",\n \"description\": \"\",\n \"updated\": 1755252988320,\n \"order\": 5\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"NL-CTVVBUG-em5mevRRGS\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Implementing awareness-raising communications and training for staff

\",\n \"description\": \"

Involving student inclusion coordinators and institutional leaders

\",\n \"updated\": 1755252988348,\n \"order\": 7\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"NUqkAarrAWytH1y3n0847\",\n \"groupId\": \"qYs4uwMJdqol5oZnDWATM\",\n \"type\": \"item\",\n \"title\": \"

Pre-intervention research and evidence

\",\n \"description\": \"

Literature review and report compiled by the Student Success team

\",\n \"updated\": 1755252988340,\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"NsBjre15f6uQsJdGFF_a7\",\n \"groupId\": \"qYs4uwMJdqol5oZnDWATM\",\n \"type\": \"item\",\n \"title\": \"

Funding

\",\n \"description\": \"

Budget to be spent on staff, venue, catering, resource development

\",\n \"updated\": 1755252988334,\n \"order\": 5\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"O4A4h76TeRDuuQ8ivmwn3\",\n \"groupId\": \"L092sXbM3Opcz3VYReDin\",\n \"type\": \"item\",\n \"title\": \"

Training materials for panel members

\",\n \"description\": \"\",\n \"updated\": 1755252988306,\n \"order\": 3\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"OVG860o3qUf6P1KHyaJnJ\",\n \"groupId\": \"L092sXbM3Opcz3VYReDin\",\n \"type\": \"item\",\n \"title\": \"

Informational resources

\",\n \"description\": \"

Developed by previous panel members, supported by the University

\",\n \"updated\": 1755252988368,\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"Odn_WeTNYiUcZY-2u9S1s\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased confidence in academic writing

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988323,\n \"measure\": \"

Pre- and post- participant feedback surveys

\",\n \"order\": 5\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"PVU4D5eY_NCGMkA0i2Qow\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Improved goal-setting skills

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988342,\n \"measure\": \"

Pre- and post- participant feedback surveys

\",\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"Q9MmmDQ5BxHDeuVSiETIV\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Using communication channels for promotion and dissemination

\",\n \"description\": \"\",\n \"updated\": 1755252988322,\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"QAxUAxrxwiv88jsvjkl-a\",\n \"groupId\": \"L092sXbM3Opcz3VYReDin\",\n \"type\": \"item\",\n \"title\": \"

Communication strategy and tools

\",\n \"description\": \"

Aiming to inform the rest of the student body about the work of the AGP and to promote engagement with their work

\",\n \"updated\": 1755252988317,\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"QbddCydAZwJMr3US19oHe\",\n \"groupId\": \"L0vo6M6XPTNOsBSBnTJNh\",\n \"type\": \"item\",\n \"title\": \"

There is reduced perception of the University as a predominantly White institution

\",\n \"description\": \"\",\n \"updated\": 1755252988363,\n \"measure\": \"

Student self-report, qualitative data collection

\",\n \"order\": 3\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"QpCmuuQPd7VCf9UO7HEfO\",\n \"groupId\": \"L0vo6M6XPTNOsBSBnTJNh\",\n \"type\": \"item\",\n \"title\": \"

Students feel empowered and equipped to progress during and after their degree

\",\n \"description\": \"\",\n \"updated\": 1755252988353,\n \"measure\": \"

Student self-report, qualitative data collection

\",\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"QwRKf9X5a5fIB62X96tks\",\n \"groupId\": \"0ZRx4y9funLD_cIndSfcS\",\n \"type\": \"item\",\n \"title\": \"

Develop dissertation retreat content

\",\n \"description\": \"

The Dissertation Retreats intervention is a dissertation development programme, comprising of a fully funded residential writing retreat (for approximately 20 participants), one 1.5-day mini writing retreat held on campus, and a DIY “retreat toolkit” held online which can be accessed asynchronously.

In developing the sessions, a number of key activities must take place including the development of a communication strategy to recruit target students, risk assessments, refinement of recruitment protocol (e.g., eligibility criteria, reviewing applications), and designing the programme contents, learning outcomes and structure.

\",\n \"updated\": 1755252988324,\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"RzQTDz0a1OBRyblSHgN9z\",\n \"groupId\": \"SuR9qYYFoMnbaE-e3h0GT\",\n \"type\": \"item\",\n \"title\": \"

Institutional knowledge of contributors to the EDAG and what works to reduce inequalities

\",\n \"description\": \"\",\n \"updated\": 1755252988336,\n \"measure\": \"

Application of evaluation findings to future intervention design

\",\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"SuR9qYYFoMnbaE-e3h0GT\",\n \"title\": \"University\",\n \"type\": \"group\",\n \"updated\": 1755252988361,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"ZKzhaWLyfty52_QaCNs0f\",\n \"groupId\": \"L0vo6M6XPTNOsBSBnTJNh\",\n \"type\": \"item\",\n \"title\": \"

Student trust increases

\",\n \"description\": \"\",\n \"updated\": 1755252988323,\n \"measure\": \"

Student self-report, qualitative data collection

\",\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"references\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": null,\n \"itemId\": \"_Dxo6P6I3X6qRPryKD36z\",\n \"type\": \"item\",\n \"title\": \"

Thomas, L. (2013). “Student engagement to improve belonging, retention and success.” In Aspirations, access and attainment (pp. 109-122). Routledge.

\",\n \"updated\": 1755254670673,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 4\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"_SodVtkvFJ9qQULqt_WBr\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Running student voice events and engaging students in leading decision-making processes

\",\n \"description\": \"

Gathering student opinions through surveys and focus groups on the panel and its projects.

\",\n \"updated\": 1755252988310,\n \"order\": 5\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"a2UMP2F9mGebuBhjWyoEP\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased confidence in accessing student support services

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988373,\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"references\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": null,\n \"itemId\": \"bF_GUiw5UnxsVUtQOocw5\",\n \"type\": \"item\",\n \"title\": \"

Makena, B. (2023). “Perspective Chapter: Writing Retreat-A Trajectory towards Academic Language Enhancement.” In Higher Education-Reflections From the Field. IntechOpen.

\",\n \"updated\": 1755254665216,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"c2eV97oKkErGgXIm6VAYe\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Students have sufficient capacity to participate in extra activities

\",\n \"description\": \"

Mitigation: The dissertation retreat is tailored by providing a range of joining options to fit with people’s needs and commitments (residential. 1.5 days with catering, etc.). AGP activities, projects, and outputs are student-led via the panel, so can fit in with their capacity. Consistently monitoring student engagement patterns within the panels ensures they are adjusted if needed (e.g. moved on- or offline, more or less frequently).

\",\n \"updated\": 1755252988312,\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"cXlytlo8f30sNHL6kdNzH\",\n \"groupId\": \"qYs4uwMJdqol5oZnDWATM\",\n \"type\": \"item\",\n \"title\": \"

Buy-in from students and senior leadership team

\",\n \"description\": \"\",\n \"updated\": 1755252988338,\n \"order\": 4\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"dUrAYgIR09gg1HYHI8EgS\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Changes in staff cultural competence and accountability translate into changes to their practice

\",\n \"description\": \"

Mitigation: Providing delivery staff with feedback from participating students, to be integrated into future iterations of the retreats. Staff will be supported to meet and discuss how they have made changes to their practice, to offer peer support and accountability.

\",\n \"updated\": 1755252988372,\n \"order\": 3\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"eDBYmpSVweeeVLwgCiEqe\",\n \"groupId\": \"qYs4uwMJdqol5oZnDWATM\",\n \"type\": \"item\",\n \"title\": \"

Risk assessments

\",\n \"description\": \"\",\n \"updated\": 1755252988223,\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"references\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"groupId\": null,\n \"itemId\": \"eb7Z-1-nJ8hu8M83-Ppnu\",\n \"type\": \"item\",\n \"title\": \"

Mardiansyah, R. (2018). “A correlation between self-confidence and essay writing achievement.” Edukasi: Jurnal Pendidikan dan Pengajaran, 5(2), pp. 154-166.

\",\n \"updated\": 1755254667913,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 3\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"f1lYjeJDZtbqEbAzZRTAt\",\n \"groupId\": \"safD0SVirs3niFXtn-fQI\",\n \"type\": \"item\",\n \"title\": \"

Facilitating student events, activities and projects as informed by the AGP

\",\n \"description\": \"

The AGP student panel is made up of full-time UK domiciled Black undergraduate students who oversee the curation of student-focused interventions, with resources and support provided by staff. This is a paid position and the panel members’ responsibilities include facilitating student events and collaborating with key stakeholders to harness student voice in institution-wide projects. Events include:

‘The Debate’, an evening hosted by AGP students to explore current issues around being Black at university
An annual cultural gala, celebrating Black students and allies through music, talks, workshops and social activities.
Events related to Black History Month.

\",\n \"updated\": 1755252988345,\n \"order\": 6\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"fGC4zt5Ry9kZPgg_KJV20\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Through delivering the dissertation retreat(s), relationships are built between students on the retreat which leads to an increased sense of belonging and community for student attendees. The increased sense of belonging translates to improved overall grades for Black students who engaged with the retreat.

\",\n \"description\": \"

Student writing retreats enable peers to foster relationships between each other, and with university staff, allowing community-building (Tremlay-Wragg et al., 2021; Maheux-Pelletier, Marsh & Frake-Mistak, 2019). These relationships will extend beyond the writing retreat, equipping participants with an effective peer-support network. Student engagement, such as in tailored interventions like the Dissertation Retreat, improves student belonging and success (e.g., attainment) (Thomas, 2013). This will translate into increased help-seeking behaviours following the retreat, and participants will be more likely to engage with student support resources and facilities as they prepare for their dissertation. This will increase the number of Black students awarded a “good degree” (1st or 2:1), in turn reducing and closing the awarding gap at the University.

\",\n \"items\": [\n {\n \"itemId\": \"KBazpyt5TPXsGqdCpa1uO\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"6_Ktt-Gyr5WalF59x5P_u\",\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"timescale\": \"outcomes-long\"\n }\n ],\n \"updated\": 1755252988316,\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"title\": \"Students\",\n \"type\": \"group\",\n \"updated\": 1755252988330,\n \"groupId\": null,\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased sense of belonging and community

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988329,\n \"measure\": \"

Pre- and post- participant feedback surveys, using TASO's Access and Success Questionnaire

\",\n \"order\": 12\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"iIcSHnZkGDy__FbmQGocM\",\n \"groupId\": \"xzt3rQnU3NHVs32HCFACR\",\n \"type\": \"item\",\n \"title\": \"

Increased cultural competence of staff

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988344,\n \"measure\": \"

Staff self-report, qualitative data collection

\",\n \"order\": 1\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"kdU8Bi8gCegj0h1ObHuuK\",\n \"groupId\": \"qYs4uwMJdqol5oZnDWATM\",\n \"type\": \"item\",\n \"title\": \"

Input from related strategic work

\",\n \"description\": \"

Such as the Race Equality Charter and APP

\",\n \"updated\": 1755252988358,\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Black students on the student panel and in the wider student population will feel an increased sense of belonging and community, which leads to improved grades for Black students and reduces the awarding gap at the University.

\",\n \"description\": \"

The Awarding Gap Panel (AGP) enables amplification of the Black student voice at the University by:

Running student panels to engage Black undergraduate students in leading decision-making processes at the institution.
Facilitating student events, activities and projects informed by the student panel (e.g., producing resources like the Black
Fresher’s Guide); and
Implementing awareness-raising communications and training for University staff and involving Student Success and Inclusion
Coordinators and institutional leaders in AGP activities.

By amplifying Black student voices, Black students (both on the panels and part of the wider student population) will feel an increased sense of belonging and community. In turn, this leads to improved overall grades awarded for Black students engaged in the retreat, increasing the number of Black students awarded a “good degree” (1st or 2:1), in turn reducing and closing the awarding gap at the University.

\",\n \"items\": [\n {\n \"itemId\": \"_SodVtkvFJ9qQULqt_WBr\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"f1lYjeJDZtbqEbAzZRTAt\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"NL-CTVVBUG-em5mevRRGS\",\n \"timescale\": \"activities\"\n },\n {\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"iIcSHnZkGDy__FbmQGocM\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"itemId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"6_Ktt-Gyr5WalF59x5P_u\",\n \"timescale\": \"outcomes-long\"\n }\n ],\n \"updated\": 1755252988326,\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Improved student performance on dissertation

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755252988352,\n \"measure\": \"

Monitoring dissertation performance using internal data

\",\n \"order\": 7\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"nVayaZurhlriIoJav_s72\",\n \"groupId\": \"xzt3rQnU3NHVs32HCFACR\",\n \"type\": \"item\",\n \"title\": \"

Increased accountability of staff in addressing racial inequities

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755252988343,\n \"measure\": \"

Staff self-report, qualitative data collection

\",\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"o7Sy29NCCZIEEWZl8eznV\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased knowledge and understanding of higher education and racial inequalities

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988359,\n \"measure\": \"

Participant feedback surveys

\",\n \"order\": 10\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"oFPKoqaxIRD8cG2JBoBS7\",\n \"groupId\": \"qYs4uwMJdqol5oZnDWATM\",\n \"type\": \"item\",\n \"title\": \"

Communication strategies for targeted activities

\",\n \"description\": \"

Using institutional data to send emails to students who belong to target groups; promotion via relevant student societies

\",\n \"updated\": 1755252988319,\n \"order\": 3\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"oSsCBJ22LgF7Pv82OHoXy\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased sense of agency

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755252988293,\n \"measure\": \"

Participant feedback surveys

\",\n \"order\": 13\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"qYs4uwMJdqol5oZnDWATM\",\n \"title\": \"Dissertation Retreats\",\n \"type\": \"group\",\n \"updated\": 1755252988372,\n \"order\": 0,\n \"groupId\": null\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"rQHAvWVR5vlrN-huJPsd8\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Increased professional development opportunities

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988361,\n \"order\": 11\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"safD0SVirs3niFXtn-fQI\",\n \"title\": \"Awarding Gap Panel (AGP)\",\n \"type\": \"group\",\n \"updated\": 1755252988369,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Improved overall grade awarded for degree

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755252988332,\n \"measure\": \"

Internal institutional monitoring of degree attainment

\",\n \"order\": 8\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"uIhklnCnBoegxRaqeNNWW\",\n \"groupId\": \"L092sXbM3Opcz3VYReDin\",\n \"type\": \"item\",\n \"title\": \"

Resources to organise community events and networking programmes

\",\n \"description\": \"\",\n \"updated\": 1755252988369,\n \"order\": 0\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"xZNAq4vI8PHZxeTu6f13L\",\n \"groupId\": \"fMSVy-zYYz59pLGf5byBf\",\n \"type\": \"item\",\n \"title\": \"

Improved project management skills

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252988339,\n \"measure\": \"

Pre- and post- participant feedback surveys

\",\n \"order\": 3\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"xzt3rQnU3NHVs32HCFACR\",\n \"title\": \"Staff\",\n \"type\": \"group\",\n \"updated\": 1755252988314,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"y9R9rIdpsMbriqi7UPMQU\",\n \"groupId\": \"SuR9qYYFoMnbaE-e3h0GT\",\n \"type\": \"item\",\n \"title\": \"

Improved reputation of the University and increased number of Black students enrolling

\",\n \"description\": \"\",\n \"updated\": 1755252988282,\n \"measure\": \"

Internal institutional monitoring of application and enrolment data, broken down by ethnicity

\",\n \"order\": 2\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"activities\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"groupId\": \"0ZRx4y9funLD_cIndSfcS\",\n \"type\": \"item\",\n \"title\": \"

Targeted students attend residential retreat

\",\n \"description\": \"

The targeted residential writing retreat will offer two structured days dedicated to writing the dissertation. Prior to the retreat, staff from the Post-Entry Academic Skills team will provide students with group coaching sessions to help them feel prepared and in the best position to make the most of the dedicated writing time.

\",\n \"updated\": 1755252988370,\n \"order\": 3\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"itemId\": \"zUaUeK1eVgPlcaU6AMyPy\",\n \"groupId\": \"L092sXbM3Opcz3VYReDin\",\n \"type\": \"item\",\n \"title\": \"

Networking infrastructure

\",\n \"description\": \"

Physical and digital spaces for panel members to engage in events and communicate with each other

\",\n \"updated\": 1755252988309,\n \"order\": 6\n }\n ],\n \"itemLinks\": [\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"1AxNAioQ7Tntq9t7V1R67\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"66qzJllkcwYYA2ftr2Btb\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1751531832479\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"1ezr01gr93FGvg_Y9GkYd\",\n \"pathwayId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"sourceId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"6_Ktt-Gyr5WalF59x5P_u\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751536793410\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"8HEmRxd8cDNMI_5vKBjRK\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"PVU4D5eY_NCGMkA0i2Qow\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751536344595,\n \"title\": \"

The dissertation retreat will include a range of workshops and activities which will equip participants with a range of skills. They will be delivered in an interactive way so that participants can practice their new skills.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"BIiarC5dKJOw6owJQC1Is\",\n \"pathwayId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"sourceId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751536917527,\n \"title\": \"

Data from previous surveys has shown that students with better academic writing and project management skills are more likely to perform highly on their dissertations.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"Blt2EWvRF8460fnzuxhU6\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"66qzJllkcwYYA2ftr2Btb\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751531824967\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"LhicSefDKTxhJxqeMqS4w\",\n \"pathwayId\": \"fGC4zt5Ry9kZPgg_KJV20\",\n \"sourceId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751536909696,\n \"title\": \"

Data from previous surveys has shown that students with better academic writing and project management skills are more likely to perform highly on their dissertations.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"MAd9FoNZlqge7JtFIoCkT\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"xZNAq4vI8PHZxeTu6f13L\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751531823247\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"OhqXOPItmuuficxyzACbn\",\n \"pathwayId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"sourceId\": \"f1lYjeJDZtbqEbAzZRTAt\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751533442182\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"VMHuePfN-GkjJXSpkCn3F\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"xZNAq4vI8PHZxeTu6f13L\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1751531829726\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"YAoPMqeRMLXyNLBfEk_9I\",\n \"pathwayId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"sourceId\": \"NL-CTVVBUG-em5mevRRGS\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"iIcSHnZkGDy__FbmQGocM\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751537094594,\n \"title\": \"

The training will include aspects that are student-led and focus on their lived experiences. This will enable staff to directly engage with the students and the challenges they face, increasing their cultural competence.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"YF_C-oX8sibajUPqNzSbx\",\n \"pathwayId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"sourceId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1751536898099,\n \"title\": \"

If a student feels a greater sense of belonging then they will be more likely to participate in other campus activities which are designed to improve attainment (Thomas, 2013). This will support students in raising their attainment and developing skills to help them write their dissertation.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"YnUVPy_w_wtv7F-TjcKf7\",\n \"pathwayId\": \"fGC4zt5Ry9kZPgg_KJV20\",\n \"sourceId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751536763644\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"a-Nq_-fwu231jzz5MrtwA\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751531662827\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"ado232NiaJIApC5z6nIZA\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"PVU4D5eY_NCGMkA0i2Qow\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1751536512449,\n \"title\": \"

Our previous evaluations have demonstrated that students who have developed a range of soft skills show improved academic writing. Participants will be equipped with practical tools that they can use to apply their new skills in practice and develop their writing.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"bowVNoSDqkihmvU0YZ89r\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751536732374,\n \"title\": \"

Data from previous surveys has shown that students with better academic writing and project management skills are more likely to perform highly on their dissertations.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"cCCAoy9Wi_b2ElE4spnRH\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"Odn_WeTNYiUcZY-2u9S1s\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1751531834870\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"e9GgSrQeQdiKgc3DPOQ8K\",\n \"pathwayId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"sourceId\": \"_SodVtkvFJ9qQULqt_WBr\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751536873895,\n \"title\": \"

The student panels and events that stem from them will allow students to meet one another and build connections with their peers. This will foster a sense of belonging and community (Chipato, 2022).

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"hRd2V7nafYMQdMAgFD6_y\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"Odn_WeTNYiUcZY-2u9S1s\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751531685062\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"kEZUcXyxbM-7TV6Qxbfh4\",\n \"pathwayId\": \"I5FLdO9oBxY2V7JdBXCjC\",\n \"sourceId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"6_Ktt-Gyr5WalF59x5P_u\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751536532130,\n \"title\": \"

The targeting of this programme means that only Black students receive the intervention. Therefore, the improved dissertation performance is likely to be more prominent in Black students, which will result in the closing of the attainment gap.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"lrYCUg5VPhdAbzLttb71G\",\n \"pathwayId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"sourceId\": \"m9tA4myRrMGHhblqPA2ZM\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751536792202\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"mkZOK07Nlj0N-0cdCxVv6\",\n \"pathwayId\": \"fGC4zt5Ry9kZPgg_KJV20\",\n \"sourceId\": \"uI1n1-oj-XLMHzCbXNSMQ\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"6_Ktt-Gyr5WalF59x5P_u\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1751536768854,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"ofNb5RZTLHKiMR0bLgR7h\",\n \"pathwayId\": \"fGC4zt5Ry9kZPgg_KJV20\",\n \"sourceId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"31V5H4h3fjcAy5UuJtyNd\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1751536890004,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"q6KtTybQYhT068sQASkSQ\",\n \"pathwayId\": \"fGC4zt5Ry9kZPgg_KJV20\",\n \"sourceId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751536583764,\n \"title\": \"

The delivery format of the retreat will include relationship-building activities which will support peer-to-peer connections. This in turn fosters community-building and an enhanced sense of belonging (Tremlay-Wragg et al., 2021).

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"qqJVn3J_vZDx2Ajsz2oRu\",\n \"pathwayId\": \"la9N4Yt82xYJ2PJdfYXKP\",\n \"sourceId\": \"iIcSHnZkGDy__FbmQGocM\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"h55RHQXL5HxOCbQpz6jaS\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1751533444665\n },\n {\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"linkId\": \"sFNPlfvON9N1AW14e7osJ\",\n \"pathwayId\": \"fGC4zt5Ry9kZPgg_KJV20\",\n \"sourceId\": \"KBazpyt5TPXsGqdCpa1uO\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"yNRDtPm0GvTRDPmu58jGy\",\n \"targetColumnId\": \"activities\",\n \"updated\": 1751532507215\n }\n ],\n \"fieldData\": [\n {\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"delivery\",\n \"text\": \"

Dissertation retreats: The dissertation retreats are delivered in a variety of formats to improve their accessibility. There is a residential retreat that allows students to remove themselves from their normal study environment and fully dedicate their time to improving their academic writing skills and/or focusing on writing their dissertation. The 1.5-day retreat was in-person and took place during core hours.

AGP: For Tier 1 panellists, there are weekly meetings, and monthly meetings for Tier 2 panellists. Panel and Board meetings are delivered in a mixed format, both online and in-person. However, most of the panel (tier 1) meetings, tend to be online due to the smaller numbers and weekly frequency.

\",\n \"updated\": 1755252988375\n },\n {\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"location\",\n \"text\": \"

Dissertation Retreats: The intervention is delivered in a variety of ways, including:

1 x residential retreat at an external venue, with accommodation and catering provided.
1 x on-campus mini retreat (1.5 days) at the University Conference Centre with catering
provided.
1 x online session.
1 x asynchronous DIY “writing retreat” toolkit which will be accessible online.

AGP: The intervention is delivered through panels and these meetings take place both online and in-person to balance flexibility, accessibility and maintaining participant engagement. The events coordinated and hosted by the panel (i.e., The Debate and cultural gala) are mostly in-person and located on the university campus. Black History Month events are a combination of both in-person and online sessions and are hosted across the wider city.

\",\n \"updated\": 1755253618377\n },\n {\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"problem-detail\",\n \"text\": \"

The two interventions covered in this theory of change (i.e., the dissertation retreats and the Awarding Gap Panel (AGP)) align with the University's broader goals of reducing the ethnicity degree awarding gap (EDAG) between white and Black students to 10.9% by 2027-28, as part of its commitment to race equity, recognised in its Race Equality Charter (REC) award and the 2024-25 to 2027-28 APP.

It is expected that improving dissertation awarding would make a significant difference to the overall awarding outcome, as a double-weighted module. More specifically, undertaking an independent research project such as an Extended Project Qualification (EPQ) positively impacts university awarding outcomes, but Black students are less likely to undertake an EPQ than white students. At the University, a five-year aggregate period (2016/17-2020/21) shows the awarding gap between Black and white students who had not completed an EPQ was 15.4%, compared to 4.2% when students had completed the qualification. In some years the awarding gap was entirely reversed when an EPQ had been completed. As many parallels exist between the dissertation or final year project and the EPQ, developing and practising the skills required for completing a research project are expected to reduce the awarding gap.

\",\n \"updated\": 1755253337066\n },\n {\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"problem-summary\",\n \"text\": \"

There is an awarding gap between white and Black students, with Black students being less likely to be awarded a 1st or 2:1 degree than white students. This contributes to ongoing inequalities in access to future careers and opportunities for Black graduates.

\",\n \"updated\": 1755252988377\n },\n {\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"stakeholders\",\n \"text\": \"

Dissertation Retreats: Dissertation retreats will be delivered by the Writing and Study Skills Officers, who regularly run academic skills sessions, and will facilitate the tailored sessions with the students. The facilitators will manage the time and space, but students will be responsible for their own productivity during the workshops. The broader WPSM team will support funding and resourcing the retreats, as well as communications for recruitment, and there will be additional staffing from the Student Inclusion Manager. Personal Academic Tutors will provide auxiliary support for the programme aims around dissertation guidance/advice.

AGP: The AGP is primarily delivered by the Student Success and Inclusion Co-ordinator and the Student Inclusion Manager, as well as all panel members (both tiers 1 and 2), local organisations (including Black History Month South, Our Version Media, the local City Council), and ‘guest’ staff who request to consult with the panel (usually staff within Professional Services, for examples the Residences team).

\",\n \"updated\": 1755252988377\n },\n {\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"tailoring\",\n \"text\": \"

Dissertation Retreats:

The intervention will be tailored by providing effective support and referral opportunities to students based on the tiered
nomination process.
Support can be tailored based on academic discipline and stage in dissertation process.
Writing and Maths & Stats specialists will be available for students who wish to discuss the progress of their dissertation work,
ensuring that students from a range of disciplines can engage with tailored support.
The intervention is tailored by providing a range of joining options to fit with people’s needs and commitments (residential, 1.5
days with catering, etc.)

AGP:

Activities, projects, and outputs are student-led via the panel. This ensures that students are central to the Awarding Gap Panel
decision making process. Year-on-year, these outputs are determined by students, ensuring they are tailored to students’ needs.

\",\n \"updated\": 1755253654337\n },\n {\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"target-group\",\n \"text\": \"

Dissertation Retreats: The dissertation retreats are targeted at full-time UK domiciled Black undergraduate students. In addition to considering ethnicity, the eligibility criteria for the retreats also prioritises students on the Awarding Gap Panel, IMDQ1 or care experienced, and any Black final year students. The nominations process for the retreats is tiered:

Tier 1 – Nominated students who are supported by our Student Inclusion team (Awarding Gap Panel, Care
Experienced and Estranged, and mature students). Students nominated by Student Inclusion staff.
Tier 2 – Students involved in any of the above projects but have not been nominated by a staff member.
Tier 3 – Any student who meets the retreat eligibility criteria (IMDQ1, Black/mixed Black ethnicity, Care Experienced and
Estranged, and mature students).

Across all three groups, students on track for a borderline 2.1 or below are prioritised. Only students in their final UG year and home domiciled are eligible.

AGP: The main beneficiary group is UK domiciled undergraduate Black students (both those on the Awarding Gap Panel and in the general student population). It should be noted that auxiliary beneficiaries may include all Black students because of the community-building elements of the AGP, even though the project is not formally monitoring the attainment of international Black students for example.

\",\n \"updated\": 1755252988379\n },\n {\n \"projectId\": \"YQCM8mZE4iC63cvsZpa8b\",\n \"versionId\": \"sn02pptsIC-_mjn474S9G\",\n \"fieldId\": \"timeframes\",\n \"text\": \"

The project as a whole is funded for five years in the first instance.

The dissertation retreat programme includes the following annual activities:

A fully funded residential writing retreat (for approximately 20 participants)
1x 1.5-day mini writing retreat held on campus
A DIY “retreat toolkit” held online which can be accessed asynchronously.

With regards to the AGP, to make the panel accessible to a broader group of students, the AGP offers participants the opportunity to contribute at two levels of engagement:

Tier 1 – Weekly meetings (a standard total of 2 hours of work per week, inclusive of pre-reading or follow-up tasks).
These meetings tend to be an hour long and an additional hour is reserved for work outside of meetings such as
preparation tasks and hosting events).
Tier 2 – Monthly meetings (a standard total of 5 hours of work per month inclusive of pre-reading or follow up tasks).
These meetings tend to be about two hours long and are co-facilitated by the Student Success and Inclusion Co-ordinator
and the Tier 1 panel students. Other working hours are reserved for any preparation tasks or pre-reading, as well as
involvement in other work (such as supporting Tier 1 panel with hosting events).

\",\n \"updated\": 1755252988380\n }\n ]\n}",1755254726375,"1gOs8b-UXAg26LTiTTW7H",{"_14":299,"_263":301,"_19":302,"_266":289,"_268":303,"_27":304},"Enhanced ToC: Aspire to University Progression Programme","

An example Enhanced Theory of Change for a multi-intervention programme providing various activities from Year 7-11

","{\n \"exportedAt\": \"2025-08-15T10:48:02.847Z\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"projectName\": \"Enhanced ToC: Aspire to University Progression Programme\",\n \"tags\": \"pre-entry,attainment\",\n \"selectedVersions\": [\n {\n \"id\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"name\": \"Version CVb6pAsR\"\n }\n ],\n \"versions\": [\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"name\": \"June 2025\",\n \"created\": 1750762581784,\n \"updated\": 1755254875546\n }\n ],\n \"items\": [\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"-iQsji6g3rk-Dp_9sO1kX\",\n \"groupId\": \"DJX2KlpKIvFa7WHOAteYN\",\n \"type\": \"item\",\n \"title\": \"

Y8/9 - Aspire to Explore workshop - 4 hour campus experience day

\",\n \"description\": \"

This workshop is designed for Year 8 or Year 9 pupils and their parents. It consists of a 4-hour campus experience day to experience what it is like to be a student for a day. The pupils will be able to hear from current pupils about their experiences as well as get the opportunity to tour the campus. It also involves a 1-hour virtual parents introduction evening for parents to explain the aims of the programme, introduce them to the University and provide information to support their children with the GCSE selection processes.

\",\n \"updated\": 1755252609227,\n \"order\": 2\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"0QydIugJ-IYbTQmPboX08\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Participants increase likelihood of progressing to HE

\",\n \"description\": \"

After having participated in the programme, pupils are expected to have the academic skills to complete their studies, the knowledge and awareness of finance options and resources available to progress towards HE, as well as the confidence and motivation to pursue this pathway

\",\n \"updated\": 1755252609208,\n \"measure\": \"

Tracking pupils via HEAT. In future, impact evaluation with a counterfactual.

\",\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"1LIlEsXTijpRJcfd7VNcq\",\n \"type\": \"item\",\n \"title\": \"

Austin, M. and Hatt, S. (2005). The Messengers are the Message: A Study of the Effects of Employing Higher Education Student Ambassadors to Work with School Students.

\",\n \"updated\": 1755254766253,\n \"description\": \"https://www.ingentaconnect.com/content/openu/jwpll/2005/00000007/00000001/art00007\",\n \"mode\": \"enhanced\",\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"28CRkWfyJi8ZwJn1Mx6Z6\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Improved knowledge, confidence and motivation translates into improved attainment

\",\n \"description\": \"

Pupils' attainment and attainment-related outcomes are influenced by a range of factors, not all of which are addressed within the intervention.

Mitigation: Workshop content is designed to boost attainment and improve HE knowledge and motivation as far as possible. Pupils who continue with the programme receive more workshops focused on skills, such as study, exam, and employability skills. These skills can subsequently strengthen their pathway into HE by influencing their academic performance, confidence and motivation.

\",\n \"updated\": 1755252609223,\n \"order\": 5\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"2qQykFzTvO_xjNfSRZcXc\",\n \"type\": \"item\",\n \"title\": \"

Anthony, A. (2019) “What works” and “what makes sense” in Widening Participation: an investigation into the potential of university-led outreach to raise attainment in schools.

\",\n \"updated\": 1755254846868,\n \"description\": \"https://doi.org/10.11588/heidok.00018232.\",\n \"mode\": \"enhanced\",\n \"order\": 8\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"3KQp7I-sYpoNQ_9PEy3Zh\",\n \"groupId\": \"DJX2KlpKIvFa7WHOAteYN\",\n \"type\": \"item\",\n \"title\": \"

Y11 - Study skills workshop

\",\n \"description\": \"

This workshop is offered to Year 11 pupils and aims to help them with revision and exam techniques, such as structuring essays and creating study timetables. It lasts one hour and is delivered in schools.

\",\n \"updated\": 1755252609207,\n \"order\": 6\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"4MLLdZg8wlCN5X_dicapM\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Reduced attainment gap at GCSE

\",\n \"description\": \"\",\n \"updated\": 1755252609157,\n \"measure\": \"

Pupil attainment, depending on a Data Sharing Agreement with the schools

\",\n \"order\": 3\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"589wx13aSd0gjz5NoECuC\",\n \"groupId\": \"TfT4PnhVT8Dr5NHv5aSIy\",\n \"type\": \"item\",\n \"title\": \"

Venues and rooms for workshops

\",\n \"description\": \"\",\n \"updated\": 1755252609226,\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"5JixCI__VFGJph-zvX9D5\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Improved knowledge and awareness of campus life

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252609205,\n \"measure\": \"

Pupil feedback surveys, using TASO's Access and Success Questionnaire

\",\n \"order\": 2\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"5dwDhAB1BhQlzWZAbHw0t\",\n \"type\": \"item\",\n \"title\": \"

Chowdry, H., Crawford, C., Dearden, L., Goodman, A., Vignoles, A. (2013) Widening participation in higher education: analysis using linked administrative data. Journal of the Royal Statistical Society: Series A (Statistics in Society) 176, 431–457.

\",\n \"updated\": 1755254813536,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 5\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"6Pi2vEKdRVYtOI7CeFDfK\",\n \"groupId\": \"cnbYZHKSL2ALbnSz9X3yE\",\n \"type\": \"item\",\n \"title\": \"

Existing relationships with schools

\",\n \"description\": \"\",\n \"updated\": 1755252609212,\n \"order\": 3\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"7vj8N1zTc2JWBp_1WqCdb\",\n \"groupId\": \"cnbYZHKSL2ALbnSz9X3yE\",\n \"type\": \"item\",\n \"title\": \"

Workshop materials

\",\n \"description\": \"

Developed by Outreach Officers

\",\n \"updated\": 1755252609235,\n \"order\": 2\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"7xaelIE-cHG4guveFdDjI\",\n \"groupId\": \"TfT4PnhVT8Dr5NHv5aSIy\",\n \"type\": \"item\",\n \"title\": \"

Skills, knowledge and time of school staff

\",\n \"description\": \"\",\n \"updated\": 1755252609215,\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"BPDKmzhEg3b-nISYtK2wm\",\n \"groupId\": \"vN657vh1g7CY6qvFhDL5S\",\n \"type\": \"item\",\n \"title\": \"

Selection and engagement of schools

\",\n \"description\": \"

Selecting schools that could benefit from the workshops and engaging them to secure buy-in, working with schools liaison staff

\",\n \"updated\": 1755252609211,\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"COpXgp-dSE86zvA3Jvs43\",\n \"type\": \"item\",\n \"title\": \"

Gartland, C. (2015) “Student ambassadors: ‘role-models’, learning practices and identities,” British Journal of Sociology of Education, 36(8), pp. 1192–1211.

\",\n \"updated\": 1755254875546,\n \"description\": \"https://doi.org/10.1080/01425692.2014.886940\",\n \"mode\": \"enhanced\",\n \"order\": 11\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"CZYxwjhIvEosSwEw_usmx\",\n \"groupId\": \"DJX2KlpKIvFa7WHOAteYN\",\n \"type\": \"item\",\n \"title\": \"

Y7 - Aspire to Know workshop - 1 hour Introduction to University session

\",\n \"description\": \"

This consists of a 1-hour Introduction to University session that provides an overview of HE to all Year 7 pupils. It covers topics such as the value of going to university, the courses, accommodation, clubs and societies available. This workshop is delivered in schools.

\",\n \"updated\": 1755252609215,\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"ClBU9ArSGJ8GMBA7BA0NW\",\n \"type\": \"item\",\n \"title\": \"

Anders, J. and Micklewright, J. (2015). Teenagers’ expectations of applying to university: how do they change?. Education sciences, 5(4), pp.281-305.

\",\n \"updated\": 1755254823172,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 6\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"DJX2KlpKIvFa7WHOAteYN\",\n \"title\": \"Workshops\",\n \"type\": \"group\",\n \"updated\": 1755252609232,\n \"groupId\": null,\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"D_Qzao0j2JL_mDkuJozhC\",\n \"groupId\": \"cnbYZHKSL2ALbnSz9X3yE\",\n \"type\": \"item\",\n \"title\": \"

Venues and rooms for workshops

\",\n \"description\": \"\",\n \"updated\": 1755252609185,\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"EgWWG2xI9_1Sa6OAKR3Ep\",\n \"type\": \"item\",\n \"title\": \"

Boxer, P., Goldstein, S.E., DeLorenzo, T., Savoy, S. and Mercado, I. (2011) Educational aspiration–expectation discrepancies: Relation to socioeconomic and academic risk-related factors. Journal of adolescence, 34(4), pp.609-617

\",\n \"updated\": 1755254809309,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 4\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"FXXwAXxbKfW94IxEFuaIJ\",\n \"groupId\": \"vN657vh1g7CY6qvFhDL5S\",\n \"type\": \"item\",\n \"title\": \"

Scheduling and timetabling of sessions

\",\n \"description\": \"

Ensuring that the workshops are delivered during a time of year that is relevant and timely for the content

\",\n \"updated\": 1755252609219,\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"Fcp_tAjbCBjFxNiT0fKWT\",\n \"type\": \"item\",\n \"title\": \"

TASO (2022) Typology of attainment-raising activities conducted by HEPs: Rapid Evidence Review

\",\n \"updated\": 1755254836273,\n \"description\": \"https://cdn.taso.org.uk/wp-content/uploads/TASO-attainment-raising-typology-and-rapid-evidence-review-1.pdf\",\n \"mode\": \"enhanced\",\n \"order\": 7\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"GwfHNZc6Qh7zQQFToo6hw\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Increased awareness and knowledge of future pathways/options

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252609231,\n \"measure\": \"

Pupil feedback surveys, using TASO's Access and Success Questionnaire

\",\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"H3WC_lGNe3mkxqkEI4lL1\",\n \"type\": \"item\",\n \"title\": \"

Patel R. & Bowes L. (2021) Third independent review of impact evaluation evidence submitted by Uni Connect Partnerships.

\",\n \"updated\": 1755254796808,\n \"description\": \"https://www.officeforstudents.org.uk/media/034a9901-368d-4f8d-9488-44311bdec764/cfe_uni-connect-third-national-evaluation.pdf\",\n \"mode\": \"enhanced\",\n \"order\": 2\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Improved attainment

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-long\",\n \"updated\": 1755252609218,\n \"measure\": \"

Pupil attainment, depending on a Data Sharing Agreement with the schools. In future, impact evaluation with a counterfactual.

\",\n \"order\": 8\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"IHt6I_Af2Bd_UpOM9qZry\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Increased knowledge of HE pathways, including types of courses, entry requirements and funding options

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252609220,\n \"measure\": \"

Pupil feedback surveys, using TASO's Access and Success Questionnaire

\",\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"MK53bkssdhJaWmsChFFrI\",\n \"groupId\": \"DJX2KlpKIvFa7WHOAteYN\",\n \"type\": \"item\",\n \"title\": \"

Y10 - Aspire to Succeed workshop - 1 hour skills for the future session

\",\n \"description\": \"

This workshop aims to help Year 10 pupils gain transferable and employability skills such as interview techniques. It is delivered in schools.

\",\n \"updated\": 1755252609227,\n \"order\": 5\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"OX4dTKIL6q1KvPgAzmcQA\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Sufficient staffing and resources to deliver the programme as planned

\",\n \"description\": \"\",\n \"updated\": 1755252609228,\n \"order\": 2\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"P-8CsolMJ0hLnqSlu7yoq\",\n \"groupId\": \"DJX2KlpKIvFa7WHOAteYN\",\n \"type\": \"item\",\n \"title\": \"

Y8/9 - Aspire to Explore workshop - 1 hour virtual parents introduction evening

\",\n \"description\": \"

This session explains the aims of the programme, introduces parents to the University and provides information to support their children with the GCSE selection processes.

\",\n \"updated\": 1755252609179,\n \"order\": 3\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Increased motivation and confidence

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755252609210,\n \"measure\": \"

Pupil feedback surveys, using TASO's Access and Success Questionnaire

\",\n \"order\": 5\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"QYV-FbWm0RvCcc17UFYbf\",\n \"type\": \"item\",\n \"title\": \"

Morgenroth, T., Ryan, M.K. and Peters, K. (2015) “The motivational theory of role modeling: How role models influence role aspirants’ goals,” Review of General Psychology, 19(4), pp. 465–483.

\",\n \"updated\": 1755254863809,\n \"description\": \"https://doi.org/10.1037/gpr0000059\",\n \"mode\": \"enhanced\",\n \"order\": 10\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"R8FEypF321qAJBCCUjaJH\",\n \"groupId\": \"DJX2KlpKIvFa7WHOAteYN\",\n \"type\": \"item\",\n \"title\": \"

Y8/9 - Aspire to Learn workshop - 1 hour future pathways session

\",\n \"description\": \"

This is a 1-hour interactive workshop designed to help pupils think about their GCSE choices and future options. It is addressed to Year 8 or 9 pupils and is delivered in school.

\",\n \"updated\": 1755252609234,\n \"order\": 4\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"TcrPphliyTTVgZoRXHXHz\",\n \"groupId\": \"cnbYZHKSL2ALbnSz9X3yE\",\n \"type\": \"item\",\n \"title\": \"

Skills, knowledge and time of two Outreach Officers

\",\n \"description\": \"

Responsible for programme management and workshop delivery

\",\n \"updated\": 1755252609199,\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"TfT4PnhVT8Dr5NHv5aSIy\",\n \"title\": \"Schools\",\n \"type\": \"group\",\n \"updated\": 1755252609209,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"Uyt1OcYwDxN7woEIrk-md\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Schools are able to identify students who meet the eligibility criteria

\",\n \"description\": \"\",\n \"updated\": 1755252609219,\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Fulfilment of University APP targets

\",\n \"description\": \"\",\n \"updated\": 1755252609202,\n \"measure\": \"

Monitoring internal institutional data

\",\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"Y1xdAFvGWvEes8PVLkzLJ\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Improved employability skills

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252609193,\n \"measure\": \"

Pupil feedback surveys.

\",\n \"order\": 3\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"impacts\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"Yx-Ik2Um87MR6VmghTeNG\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Improved attainment in partner schools

\",\n \"description\": \"\",\n \"updated\": 1755252609229,\n \"measure\": \"

Pupil attainment, depending on a Data Sharing Agreement with the schools

\",\n \"order\": 2\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"_lx8tyzElDJCSR1b7CAnO\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Strong relationships with schools, and good buy-in from school staff

\",\n \"description\": \"

Mitigation: Building on existing strong relationships, using clear and consistent communication throughout so schools know what to expect, opportunities for school staff to provide feedback and make requests

\",\n \"updated\": 1755252609204,\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"a3ydJrbIM9m5iD-mcVUg1\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Appropriate space and facilities for the delivery of workshops

\",\n \"description\": \"

Mitigation: Spaces will be reserved well in advance with the workshop design in mind

\",\n \"updated\": 1755252609230,\n \"order\": 3\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"aDWHQmUVak2FQhx5TQb8s\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Improved academic performance

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755252609235,\n \"measure\": \"

Pupil attainment, depending on a Data Sharing Agreement with the schools.

\",\n \"order\": 7\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Improved study and exam skills

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252609197,\n \"measure\": \"

Pupil feedback surveys, using TASO's Access and Success Questionnaire

\",\n \"order\": 4\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Causal Pathway 2: Developing study skills. By attending and engaging in the Study Skills workshops pupils will have better study and exam skills and develop their confidence, which will in turn improve academic performance.

\",\n \"description\": \"

This causal pathway hypothesises that by attending and engaging in the Study Skills workshops – which teach pupils revision and exam techniques, as well as how to structure essays – pupils will have better study and exam skills. In turn, this is intended to improve pupils’ academic performance (e.g. by pupils applying the skills developed in the workshops in their lessons). Simultaneously, improving their skills could improve their motivation and confidence. Together, this pathway aims to improve pupils’ attainment and increases their likelihood to progress to HE.

According to TASO’s Rapid Evidence Review, the strength of evidence for activities to develop study skills is emerging, as there is evidence that general study skills interventions contribute significantly to attainment yet the impact of these types of interventions delivered by Higher Education Providers on pupil attainment has not been systematically evaluated. Therefore, further research and data collection is needed to confirm whether this causal pathway holds true and leads to improved attainment. However, there is good evidence that shows prior academic attainment is associated with access to HE (Office for Students, 2022).

\",\n \"items\": [\n {\n \"itemId\": \"3KQp7I-sYpoNQ_9PEy3Zh\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"itemId\": \"aDWHQmUVak2FQhx5TQb8s\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"itemId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"timescale\": \"outcomes-long\"\n },\n {\n \"itemId\": \"0QydIugJ-IYbTQmPboX08\",\n \"timescale\": \"impacts\"\n },\n {\n \"itemId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"timescale\": \"impacts\"\n },\n {\n \"itemId\": \"Yx-Ik2Um87MR6VmghTeNG\",\n \"timescale\": \"impacts\"\n },\n {\n \"itemId\": \"4MLLdZg8wlCN5X_dicapM\",\n \"timescale\": \"impacts\"\n }\n ],\n \"updated\": 1755252609182,\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"cnbYZHKSL2ALbnSz9X3yE\",\n \"title\": \"University\",\n \"type\": \"group\",\n \"updated\": 1755252609206,\n \"order\": 0,\n \"groupId\": null\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Causal Pathway 1: Engaging with Student Ambassadors. By engaging with Student Ambassadors and Outreach Officers, pupils learn about various aspects of HE and build confidence that they can succeed and fit in a university environment, increasing their sense of belonging. This is expected to contribute to an increased likelihood to progress to HE.

\",\n \"description\": \"

This causal pathway hypothesises that pupils attending and engaging in the Aspire to Learn and Aspire to Succeed workshops – which deliver sessions on future pathways and skills for the future – will improve their employability skills and increase their awareness of future pathways and options, including HE. By engaging with university Student Ambassadors and Outreach Officers, pupils can learn about the courses available, entry requirements, and funding options to access university. Through this experience, participants are expected to build confidence that they can succeed and fit in a university environment, increasing their sense of belonging. This is expected to contribute to an increased likelihood to progress to HE.

This pathway is supported by existing evidence that suggest that employing Student Ambassadors to provide information, guidance, and support to school pupils is effective and positive (see TASO’s Rapid Evidence Review). Several studies have outlined that the reason why ambassadors are credited with much success is their ability to transfer “hot knowledge” (Austin and Hatt, 2005) that comes from informal and unofficial sources. Despite this, further research is needed to confirm whether this causal pathway holds true and assess the extent to which this type of workshop and aspiration-raising activities translates into an increased likelihood to progress to HE.

\",\n \"items\": [\n {\n \"itemId\": \"IHt6I_Af2Bd_UpOM9qZry\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"0QydIugJ-IYbTQmPboX08\",\n \"timescale\": \"impacts\"\n },\n {\n \"itemId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"itemId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"itemId\": \"R8FEypF321qAJBCCUjaJH\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"MK53bkssdhJaWmsChFFrI\",\n \"timescale\": \"activities\"\n },\n {\n \"itemId\": \"GwfHNZc6Qh7zQQFToo6hw\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"Y1xdAFvGWvEes8PVLkzLJ\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"timescale\": \"impacts\"\n },\n {\n \"itemId\": \"CZYxwjhIvEosSwEw_usmx\",\n \"timescale\": \"activities\"\n }\n ],\n \"updated\": 1755252609200,\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"title\": \"Pupils\",\n \"type\": \"group\",\n \"updated\": 1755252609221,\n \"order\": 1,\n \"groupId\": null\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"h77obdQsU--we2pY0QXw-\",\n \"type\": \"item\",\n \"title\": \"

Baker, W., Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E.C. and Taggart, B. (2014) Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project. Oxford review of education, 40(5), pp.525-542.

\",\n \"updated\": 1755254805520,\n \"description\": \"\",\n \"mode\": \"enhanced\",\n \"order\": 3\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"hMWydAM1Gj-bmFl9wQVfE\",\n \"type\": \"item\",\n \"title\": \"

Sanders, M., Burgess, S., Chande, R., Dilnot, C., Kozman, E., & Macmillan, L. (2018). “Role models, mentoring and university applications – evidence from a crossover randomised controlled trial in the United Kingdom.” Widening Participation And Lifelong Learning, 20(4), pp. 57-80.

\",\n \"updated\": 1755254855364,\n \"description\": \"https://doi.org/10.5456/nvpll.20a.57\",\n \"mode\": \"enhanced\",\n \"order\": 9\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"iogEWQguxFmcmKW95vpYi\",\n \"groupId\": \"DJX2KlpKIvFa7WHOAteYN\",\n \"type\": \"item\",\n \"title\": \"

Schools select eligible pupils

\",\n \"description\": \"

Cohort of 40 pupils who meet at least one of the following criteria: eligible for free school meals or Pupil Premiums, have a disability, be from a Gypsy, Roma or Traveller community, be a refugee or an asylum seeker, be in care or having experience of being in care, have a parent/carer who serves in the armed forces

\",\n \"updated\": 1755252609224,\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"lgtP_ejujpMmZuyrgHSIK\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Parents and pupils have access to technology for virtual sessions

\",\n \"description\": \"\",\n \"updated\": 1755252609217,\n \"order\": 4\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"nv0hpnWlOm1FnNSbYvKcM\",\n \"groupId\": \"cnbYZHKSL2ALbnSz9X3yE\",\n \"type\": \"item\",\n \"title\": \"

Skills, knowledge and time of student ambassadors

\",\n \"description\": \"\",\n \"updated\": 1755252609222,\n \"order\": 4\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"causal-pathways\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"oYm-L8kmIQRRV8sL1hCvY\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Causal Pathway 3: Campus visit. By visiting the University campus and engaging with students and staff there, pupils increase their awareness and understanding of campus life, leading to an increased sense of belonging in HE and increased likelihood of progressing there.

\",\n \"description\": \"

This causal pathway hypothesises that by visiting the University campus as part of the Aspire to Explore workshop and engaging with Student Ambassadors and University Staff – who explain the different University support functions and courses, and guide pupils around the campus – pupils increase their awareness and understanding of campus life. This is expected to lead to an increased sense of belonging in a HE environment as pupils can experience it first-hand. An increased sense of belonging is expected to contribute to an increased likelihood to progress to HE.

As mentioned in the first causal pathway, studies have shown the positive effects on engaging Student Ambassadors to inform and guide pupils. Some studies on programmes that involved campus visits also showed that these activities were positively associated with pupils’ knowledge of most aspects of HE and student life and progression. Evidence on the effect of campus visits on learners’ intention towards HE is still mixed, but further evidence of a positive impact is emerging, therefore further research is still needed to assess whether this causal pathway holds true.

\",\n \"items\": [\n {\n \"itemId\": \"5JixCI__VFGJph-zvX9D5\",\n \"timescale\": \"outcomes-short\"\n },\n {\n \"itemId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"timescale\": \"outcomes-medium\"\n },\n {\n \"itemId\": \"0QydIugJ-IYbTQmPboX08\",\n \"timescale\": \"impacts\"\n },\n {\n \"itemId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"timescale\": \"impacts\"\n },\n {\n \"itemId\": \"-iQsji6g3rk-Dp_9sO1kX\",\n \"timescale\": \"activities\"\n }\n ],\n \"updated\": 1755252609217,\n \"order\": 2\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"po6CYKYUh5oWAW8JHgB5l\",\n \"groupId\": \"TfT4PnhVT8Dr5NHv5aSIy\",\n \"type\": \"item\",\n \"title\": \"

Funding for transport

\",\n \"description\": \"\",\n \"updated\": 1755252609225,\n \"order\": 2\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"inputs\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"pqnqL3iCuR7eZGiHd-Pql\",\n \"groupId\": \"cnbYZHKSL2ALbnSz9X3yE\",\n \"type\": \"item\",\n \"title\": \"

APP funding

\",\n \"description\": \"\",\n \"updated\": 1755252609231,\n \"order\": 5\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"groupId\": \"gTyvFWIyipvtQjAPzsgvt\",\n \"type\": \"item\",\n \"title\": \"

Increased sense of belonging in HE environment

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-medium\",\n \"updated\": 1755252609232,\n \"measure\": \"

Pupil feedback surveys, using TASO's Access and Success Questionnaire

\",\n \"order\": 6\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"references\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"groupId\": null,\n \"itemId\": \"uRY_UgHE-1Lgi95tXEQ2c\",\n \"type\": \"item\",\n \"title\": \"

Office for Students (2022). Schools, attainment and the role of higher education.

\",\n \"updated\": 1755254780531,\n \"description\": \"https://www.officeforstudents.org.uk/media/fbe9abb5-7ced-4f45-b12d-13f50bb9b742/analysis-note-to-accompany-insight-brief-13.pdf\",\n \"mode\": \"enhanced\",\n \"order\": 1\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"vN657vh1g7CY6qvFhDL5S\",\n \"title\": \"Programme management\",\n \"type\": \"group\",\n \"updated\": 1755252609168,\n \"order\": 0,\n \"groupId\": null\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"moderating-factors\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"xKUBn5Kxrej4yNax9Y6ZM\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Workshop content addresses pupils knowledge gaps' and needs

\",\n \"description\": \"

Mitigation: The University and participating schools sustain an effective relationship and continue to communicate their needs and expectations. Feedback is collected after every workshop to better understand the needs of the pupils and what could be improved.

\",\n \"updated\": 1755252609216,\n \"order\": 6\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"outcomes\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"yirbzUIl42klynU9MiD7i\",\n \"groupId\": null,\n \"type\": \"item\",\n \"title\": \"

Parents improve knowledge of educational pathways, including HE options

\",\n \"description\": \"\",\n \"timescale\": \"outcomes-short\",\n \"updated\": 1755252609198,\n \"measure\": \"

Parent feedback surveys

\",\n \"order\": 0\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"activities\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"itemId\": \"z2oL4gmshX-U_i9JR6Nl7\",\n \"groupId\": \"vN657vh1g7CY6qvFhDL5S\",\n \"type\": \"item\",\n \"title\": \"

Monitoring and feedback activities

\",\n \"description\": \"\",\n \"updated\": 1755252609221,\n \"order\": 2\n }\n ],\n \"itemLinks\": [\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"0XqW33AXd3aCktxw9I5F5\",\n \"sourceId\": \"GwfHNZc6Qh7zQQFToo6hw\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773070484\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"1FiE9YpekNAqqLmognA9-\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773672803\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"3ACCPazLKXzTKprRVAEkH\",\n \"sourceId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"aDWHQmUVak2FQhx5TQb8s\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773263749,\n \"title\": \"

There is evidence that study skills interventions are associated with improved academic performance (Anthony, 2019). The session is designed to help pupils improve how they approach and think about learning, equipping them to get better grades.

\",\n \"importance\": \"high\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"3AcR6aUsEa9mBJM8AO55m\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"MK53bkssdhJaWmsChFFrI\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"Y1xdAFvGWvEes8PVLkzLJ\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773576825,\n \"title\": \"

The workshop will involve a range of activities which aim to develop participants' employability skills. The interactive nature of the activities will give participants practical experience of using these skills in the workshop.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"49vsiV45EGRoJDNijqxh0\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773351891\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"675M7yjfzo8Dn83tjCzR7\",\n \"sourceId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"0QydIugJ-IYbTQmPboX08\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773097490,\n \"title\": \"

There is some evidence to suggest that an increased sense of belonging is associated with increased applications to HE (Morgenroth et al., 2015).

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"7jSrscnIqb6sg-LL-3XY0\",\n \"sourceId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"0QydIugJ-IYbTQmPboX08\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773280783,\n \"title\": \"

Prior academic attainment is the strongest indicator for entering HE (OfS, 2022). Individuals with higher attainment have more university options and are more likely to be successful in their applications.

\",\n \"importance\": \"high\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"7swPm_9h8HhLsX8nO-ef-\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"aDWHQmUVak2FQhx5TQb8s\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773643277,\n \"title\": \"

\",\n \"importance\": \"high\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"99vW10OncjpGIY5it7EqN\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"IHt6I_Af2Bd_UpOM9qZry\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773593746,\n \"title\": \"

In the workshop, participants will meet Student Ambassadors. Talking to these ambassadors will demystify university for participants and make them feel more comfortable with the idea of a university environment (Gartland, 2015).

\",\n \"importance\": \"high\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"9B8zWLwDHF0qigsIwVn_f\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"0QydIugJ-IYbTQmPboX08\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773612575,\n \"title\": \"

There is some evidence to suggest that an increased sense of belonging is associated with increased applications to HE (Morgenroth et al., 2015).

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"9uS5jRineyXZLZQppDV9L\",\n \"sourceId\": \"Y1xdAFvGWvEes8PVLkzLJ\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773068198\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"CYsK8i_c5kdGnvZlb-VcY\",\n \"sourceId\": \"5JixCI__VFGJph-zvX9D5\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773329269,\n \"title\": \"

In the visit day, participants will meet Student Ambassadors. Talking to these ambassadors will demystify university for participants and make them feel more comfortable with the idea of a university environment (Gartland, 2015).

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"D6Q5SG7Rvyky11tvhQkH0\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"Y1xdAFvGWvEes8PVLkzLJ\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773585367\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"GlQwFXQ-MyLQtRyceq8O4\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1750773647870\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"GrSqcCY4bUvzJ63VEwGR9\",\n \"pathwayId\": \"oYm-L8kmIQRRV8sL1hCvY\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773764198\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"H5ho9nNq_jzA5wNOKSrDg\",\n \"sourceId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773255428,\n \"title\": \"

Practical activities are designed to enhance techniques to improve learning. Students are given the chance to practice what they have learned in the workshop, which will make them feel more confident about applying them independently in future.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"HN5XrVa6KSFqt9N6vqzgz\",\n \"sourceId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"4MLLdZg8wlCN5X_dicapM\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773245554\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"JFWlUSJneLqDGChJxPAnn\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773090634\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"KSK5WrKScklaqzLQOI0El\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773605094\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"Kr9KTKNYsK8pzsG6oIilH\",\n \"sourceId\": \"aDWHQmUVak2FQhx5TQb8s\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1750773148122,\n \"title\": \"

Improved performance in school is indicative of effective academic practices, which is likely to translate into higher grades in external examinations.

\",\n \"importance\": \"high\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"S7yVWalVFlV0dewpA4GeN\",\n \"pathwayId\": \"oYm-L8kmIQRRV8sL1hCvY\",\n \"sourceId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"0QydIugJ-IYbTQmPboX08\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773815108,\n \"title\": \"

There is some evidence to suggest that an increased sense of belonging is associated with increased applications to HE (Morgenroth et al., 2015).

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"Sn-Ij23r336jwzds9F0bE\",\n \"sourceId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"0QydIugJ-IYbTQmPboX08\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773086151\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"T_lXU5P6k0jsk1vw4XC6x\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"4MLLdZg8wlCN5X_dicapM\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773676408\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"TkLN7OyDcn8eLZb3HZmic\",\n \"sourceId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"aDWHQmUVak2FQhx5TQb8s\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773127777,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"Va8LRaa1E6Wu1RlPycR_n\",\n \"sourceId\": \"MK53bkssdhJaWmsChFFrI\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"Y1xdAFvGWvEes8PVLkzLJ\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773062355,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"WkMblQ1i3Qf8dud90ZZS0\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"Yx-Ik2Um87MR6VmghTeNG\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773674642\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"Y5sE-26jGTorfOFfPIlMP\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750764973872\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"YAeUtY55oks6OjkyPW4EY\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"aDWHQmUVak2FQhx5TQb8s\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1750773736709,\n \"title\": \"

Improved performance in school is indicative of effective academic practices, which is likely to translate into higher grades in external examinations.

\",\n \"importance\": \"high\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"YGhqQDBATywvz7CL4QdDt\",\n \"sourceId\": \"R8FEypF321qAJBCCUjaJH\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"GwfHNZc6Qh7zQQFToo6hw\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773051479,\n \"title\": \"

The information workshop aims to fill an information gap for participants to ensure that they are all aware of the range of post-18 options available to them. The workshop will be targeted to the group, as evidence suggests that this can increase the success of an IAG intervention (Sanders et al., 2018).

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"ZShhDQqdhhdRifLcVmIXl\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"0QydIugJ-IYbTQmPboX08\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773670371,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"_UI1d-YI1yQ4JTLcdkuyQ\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750763735070\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"_xV0iRcKlfVdX2YIhAhvJ\",\n \"sourceId\": \"CZYxwjhIvEosSwEw_usmx\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"IHt6I_Af2Bd_UpOM9qZry\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773054418\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"az-NTTLCT9py9KNxbJ3xG\",\n \"pathwayId\": \"oYm-L8kmIQRRV8sL1hCvY\",\n \"sourceId\": \"-iQsji6g3rk-Dp_9sO1kX\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"5JixCI__VFGJph-zvX9D5\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773787856,\n \"title\": \"

The campus visit will include interactive IAG sessions and a tour which contain comprehensive information on what campus life is like. Both staff members and student ambassadors will deliver the information so that participants receive information from both reliable, authoritative sources, and from role models.

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"b4itLftmpusoc0E8A5O6U\",\n \"sourceId\": \"-iQsji6g3rk-Dp_9sO1kX\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"5JixCI__VFGJph-zvX9D5\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773319635,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"fem3fQJN0OUJ_Y3JNs5NX\",\n \"pathwayId\": \"oYm-L8kmIQRRV8sL1hCvY\",\n \"sourceId\": \"5JixCI__VFGJph-zvX9D5\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773828087,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"g5dekqyJjy4A_EC6wg-8Z\",\n \"sourceId\": \"IHt6I_Af2Bd_UpOM9qZry\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773078990,\n \"title\": \"

\",\n \"importance\": \"high\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"hyl1y3K-UpoM_lyLLFg8f\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750765618079,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"iF-KwrhF4eAfTKjEdAwXR\",\n \"sourceId\": \"0QydIugJ-IYbTQmPboX08\",\n \"sourceColumnId\": \"impacts\",\n \"targetId\": \"VGs_S2UDBOnEUF--bXqYk\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773236822\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"ixcHHPDxrt8YxDUmCv5e_\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"3KQp7I-sYpoNQ_9PEy3Zh\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773624963\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"kt4oy9fl37AaBqkLtLfPw\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"R8FEypF321qAJBCCUjaJH\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"GwfHNZc6Qh7zQQFToo6hw\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773571049,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"lAncrUsP18P-Le3OelWdp\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"GwfHNZc6Qh7zQQFToo6hw\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773583346\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"ntNgc-p9LrDNIjEaBNp19\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"CZYxwjhIvEosSwEw_usmx\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"IHt6I_Af2Bd_UpOM9qZry\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773559782\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"pk-7S0NUQEpDC2RxPHUQ1\",\n \"pathwayId\": \"aw5RcQCEG7FS5zvDbkJTR\",\n \"sourceId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773746162,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"rHH62ffxk0nq0hPcX8Ubq\",\n \"sourceId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"sourceColumnId\": \"outcomes-short\",\n \"targetId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"targetColumnId\": \"outcomes-medium\",\n \"updated\": 1750773135650,\n \"title\": \"

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"sk5S-uLNwkL_Oc1-IX7m_\",\n \"sourceId\": \"3KQp7I-sYpoNQ_9PEy3Zh\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773203258\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"w5fZbynnbm_Q1-FvwgBJw\",\n \"sourceId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"sourceColumnId\": \"outcomes-long\",\n \"targetId\": \"Yx-Ik2Um87MR6VmghTeNG\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773244074\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"wCiX4yJ12bbL_a2Dv-RMc\",\n \"sourceId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1750773229478\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"wnsMGzJjjQD9nkRSIvei1\",\n \"sourceId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1750773140663\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"x5UEddOAzyeFGibp4j6lG\",\n \"pathwayId\": \"fisE8AYamv9bSgxN3xpgl\",\n \"sourceId\": \"PJyUmeffp3Fets-gX03Fs\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"0QydIugJ-IYbTQmPboX08\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773598630\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"y136mQBMUaXg2nHoTvL67\",\n \"sourceId\": \"aDWHQmUVak2FQhx5TQb8s\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"HiSAYEA05Hy-IKrCIqPBd\",\n \"targetColumnId\": \"outcomes-long\",\n \"updated\": 1750773300688,\n \"title\": \"

Improved performance in school is indicative of effective academic practices, which is likely to translate into higher grades in external examinations.

\",\n \"importance\": \"high\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"zGsgPpg33uNL0u5L37Aqw\",\n \"sourceId\": \"rmUAZb4y-PdIbLMJn5UbV\",\n \"sourceColumnId\": \"outcomes-medium\",\n \"targetId\": \"0QydIugJ-IYbTQmPboX08\",\n \"targetColumnId\": \"impacts\",\n \"updated\": 1750773366611,\n \"title\": \"

There is some evidence to suggest that an increased sense of belonging is associated with increased applications to HE (Morgenroth et al., 2015).

\",\n \"importance\": \"medium\"\n },\n {\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"linkId\": \"zYNiirZZ3vWAfmjzgVb6A\",\n \"sourceId\": \"3KQp7I-sYpoNQ_9PEy3Zh\",\n \"sourceColumnId\": \"activities\",\n \"targetId\": \"aQ_Fx1YCbHdrAqrNPM0Xc\",\n \"targetColumnId\": \"outcomes-short\",\n \"updated\": 1750773110502\n }\n ],\n \"fieldData\": [\n {\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"delivery\",\n \"text\": \"

All workshops are delivered face-to-face, except for a virtual meeting with parents delivered as part of the Aspire to Explore workshop.

The number of participants in each workshop affects how each one is delivered. The universal element (Aspire to Know Workshop) caters to a whole year group and is therefore delivered lecture-style. Meanwhile, the targeted workshops (Aspire to Explore, Aspire to Learn, Aspire to Succeed and Study Skills workshops) consist of groups of approximately 30-40 pupils and are delivered in a more interactive way and encourage peer connection.

\",\n \"updated\": 1755252609236\n },\n {\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"location\",\n \"text\": \"

Four workshops (Aspire to Know, Aspire to Learn, Aspire to Succeed and Study skills) are delivered in participating schools. The Aspire to Explore workshops are delivered on the university campus, except for the virtual parents’ introduction evening which is delivered online.

\",\n \"updated\": 1755252609237\n },\n {\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"problem-detail\",\n \"text\": \"

Evidence suggests that young people’s aspirations for HE are high, regardless of their background (Baker et al., 2014). Importantly, young people from disadvantaged backgrounds often have aspiration levels that exceed their actual HE participation and their expectations of progression to HE (Boxer et al., 2011). Improving students’ expectations is therefore important for widening participation and there is some evidence that supports this approach. For example, pupils’ expectations about the future correlate with attainment at age 16 (Chowdry, Crawford & Goodman, 2011) and HE entry (Anders and Micklewright, 2015).

The programme therefore aims to support pupils who may have limited awareness of HE options to better understand these pathways and support them in making informed decisions about their future. It also aims to normalise the idea of going to HE, encourage pupils to start thinking about their future goals, and help them build up skills to support their academic and professional journey. A series of workshops aim to strengthen and develop pupils’ study, exam, and employability skills, provide information on HE to participants and parents, and facilitate pupils’ visits to the University campus to foster an interest in HE participation. The programme rests on the assumption that raising aspirations, confidence and motivation can support attainment-raising.

\",\n \"updated\": 1755252609238\n },\n {\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"problem-summary\",\n \"text\": \"

Some young people do not consider Higher Education (HE) an option for their future. This could be due to beliefs that HE is ‘not something for them’ or that they do not have the required grades/finances for HE. These beliefs, and limited awareness around HE options, may impede pupils’ aspirations and plans when it comes to making decisions about their future. Equally, pupils may need support to acquire the necessary skills and/or knowledge to achieve their aspirations.

\",\n \"updated\": 1755252609239\n },\n {\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"stakeholders\",\n \"text\": \"

The intervention is managed, coordinated, and delivered by two Outreach Officers from the university. Student Ambassadors are also involved in the delivery of some workshops, playing a larger role in the Aspire to Explore campus visit.

\",\n \"updated\": 1755252609240\n },\n {\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"tailoring\",\n \"text\": \"

The implementation can be optimised and impacts maximised when the university and participating schools sustain an effective relationship and continue to communicate their needs and expectations. By collecting constructive feedback from pupils and teachers, the workshops can be better designed to suit pupils’ needs. Feedback is collected after every workshop to better understand the needs of the pupils and what could be improved. However, workshops are not designed or tailored to address the needs of any specific pupil.

Pupil experience can also be enhanced if they continue to engage in the full programme (despite it being optional after Year 9). Pupils who continue with the programme receive more workshops focused on skills, such as study, exam, and employability skills. These skills can subsequently strengthen their pathway into HE by influencing their academic performance, confidence and motivation.

\",\n \"updated\": 1755252609241\n },\n {\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"target-group\",\n \"text\": \"

This intervention is designed for Year 7 to Year 11 pupils, primarily from disadvantaged backgrounds. The first workshop is delivered in Year 7 to the whole year group. Following this, schools identify approximately 40 pupils meeting at least one of the following criteria who are offered the remaining workshops:

Be eligible for free school meals
Be identified as Pupil Premium
Have a disability
Be from a Gypsy, Roma or Traveller community
Be a refugee or an asylum seeker
Be in care or having experience of being in care
Have a parent/carer who serves in the armed forces

\",\n \"updated\": 1755252609242\n },\n {\n \"projectId\": \"Jzsy-hwLCLR5CVi4rWz4r\",\n \"versionId\": \"CVb6pAsR30-P8C5C-WqnQ\",\n \"fieldId\": \"timeframes\",\n \"text\": \"

The full programme takes place over five years. The university delivers one workshop per school each year. The timing for workshops depends on school availability and preference. They last one to four hours, depending on the workshop.

\",\n \"updated\": 1755252609243\n }\n ]\n}",1755254909923,"suggestions",[307,313,317,322,326,331,335,339,343,347,351,355,359,363,367,372,376,381,385,390,395,400,404,408,412,416,420,424,428,432,436,441,445,449,453,457,461,465,469,473,478,482,486,491,495,499,503,507,511,515,519,523,527,533,538,544,550,556,561,567,572,577,582,587,592,597,602,607,612,617,622,627,632,637,643,648,653,658,663,668,673,678,683,688,694,699,704,709,714,719,724,729,734,740,745,750,755,760,765,769,774,779,784,789,794,799,805,810,815,820,825,830,835,841,846,851,856,861,866,871,876,882,887,892,897,902,907,911,916,922,927,932,937,942,947,952,957,962,967,972,977,982,987,992,997,1002,1007,1012,1017,1022,1027,1032,1037,1042,1047,1053,1058,1063,1068,1073,1079,1085,1091,1096,1101,1106,1111,1116,1121,1126,1131,1136,1141,1146,1151,1155,1159,1163,1167,1171,1175,1179,1183,1187,1191,1195,1199,1204,1208,1212,1216,1220,1224,1228,1232,1237,1241,1245,1249,1254,1258,1261,1264,1267,1271,1275,1279,1283,1287,1291,1295,1299,1303,1307,1311,1315,1319,1323,1327,1331,1335,1339,1343,1347,1351,1355,1359,1363,1367,1371,1375,1379,1383,1387,1391,1395,1399,1403,1407,1411,1414,1417,1420,1424],{"_14":308,"_16":41,"_17":309,"_310":23,"_266":311,"_27":312},"OLQhq11dY9Zfxw6cgF6uJ","Skills, knowledge and time of staff","text","intangible",1749739096562,{"_14":314,"_16":41,"_17":315,"_310":23,"_266":311,"_27":316},"-Cmsr3AA-jPrjp0aJMLon","Skills, knowledge and time of students",1749739105496,{"_14":318,"_16":41,"_17":319,"_310":23,"_266":320,"_27":321},"NLEmqF8VoSYGQ1OMqwFlk","Staff and delivery team training materials","tangible",1749739249636,{"_14":323,"_16":41,"_17":324,"_310":23,"_266":320,"_27":325},"cB47DmhafD408bBK7DHQk","Workshop resources",1749739266528,{"_14":327,"_16":41,"_17":328,"_310":23,"_266":329,"_27":330},"MQR2uiwTqqEA7ZBbZwSBc","Funding","operational",1749739354148,{"_14":332,"_16":41,"_17":333,"_310":23,"_266":329,"_27":334},"S9lQQFRPot77gXfRiUzS9","Communication and collaboration with external partners",1749739391519,{"_14":336,"_16":41,"_17":337,"_310":23,"_266":311,"_27":338},"dfopjBBOkEtYXeqwfvqGs","Strategic leadership and guidance",1749739399929,{"_14":340,"_16":41,"_17":341,"_310":23,"_266":320,"_27":342},"9KvOZ4F0HyHHr0KvvElfi","Venue",1749739411534,{"_14":344,"_16":41,"_17":345,"_310":23,"_266":320,"_27":346},"gGTDiUXG95up9cvq8bAzP","Accommodation",1749739420842,{"_14":348,"_16":41,"_17":349,"_310":23,"_266":320,"_27":350},"TzAKvaFQSliAzcO-Eicqk","Promotion materials",1749739429583,{"_14":352,"_16":41,"_17":353,"_310":23,"_266":329,"_27":354},"orIxRMpyIMgPy8vBe9Jk2","Data collection systems",1749739437079,{"_14":356,"_16":41,"_17":357,"_310":23,"_266":329,"_27":358},"L0RVZ5OqvbJSwfaA54zmq","Administrative data",1749739468679,{"_14":360,"_16":41,"_17":361,"_310":23,"_266":320,"_27":362},"LB6zabF8Cuo3qn5KwGE4H","Participants",1749739476705,{"_14":364,"_16":41,"_17":365,"_310":23,"_266":329,"_27":366},"1FbfRusJPrCgbBX2ETCPL","IT resources",1749739487426,{"_14":368,"_16":41,"_17":369,"_310":23,"_266":370,"_27":371},"hpv_STOUXb8apA1M-ardN","Student voice and co-creation structures","organisation-level",1749739506186,{"_14":373,"_16":41,"_17":374,"_310":23,"_266":311,"_27":375},"nBZq-lbtU-1ZT9MPJgB4N","Stakeholder buy-in",1749739513654,{"_14":377,"_16":59,"_17":378,"_310":23,"_266":379,"_27":380},"DoByYjDEKX_gkWdqdKyu4","Reduction in provider-level equality gaps for target student groups","post-entry,attainment-raising",1749739773483,{"_14":382,"_16":59,"_17":383,"_310":23,"_266":275,"_27":384},"adAQNzpLicg7evuEkFp7G","Improved life chances and career outcomes of students",1749739800191,{"_14":386,"_16":59,"_17":387,"_310":23,"_266":388,"_27":389},"f01j2JCSA-U__mNp265Rs","Improved attainment","pre-entry,attainment-raising",1749739820509,{"_14":391,"_16":59,"_17":392,"_310":23,"_266":393,"_27":394},"NNWep2DmRRw2ey02GrDn8","Increased number of young people from disadvantaged backgrounds progressing to highly selective universities","transition",1749739859068,{"_14":396,"_16":59,"_17":397,"_310":23,"_266":398,"_27":399},"Wo4ozkqPb8tnQdyuOkoGo","The provider's student body is more diverse","post-entry,organisation-level",1749739886858,{"_14":401,"_16":59,"_17":402,"_310":23,"_266":267,"_27":403},"N5JMoqaXEOBoOczG0zkTx","Participants are more likely to receive and accept an offer to study their chosen higher education course",1749739899528,{"_14":405,"_16":59,"_17":406,"_310":23,"_266":267,"_27":407},"OtwHwDXSBDToYQga19i7F","Students are more likely to enrol in higher education",1749739948561,{"_14":409,"_16":59,"_17":410,"_310":23,"_266":267,"_27":411},"dElyjOhcaTOH2a_diS0Vh","Students are more likely to progress to a specific subject in higher education",1749739960380,{"_14":413,"_16":59,"_17":414,"_310":23,"_266":393,"_27":415},"YtDtz81lTLmSWIaiNQbJU","Students are more likely to progress to academic study at post-16",1749739976409,{"_14":417,"_16":59,"_17":418,"_310":23,"_266":398,"_27":419},"HM5j3TxeDwelUvEkNhfmP","University culture becomes more inclusive",1749739988023,{"_14":421,"_16":59,"_17":422,"_310":23,"_266":267,"_27":423},"b6b2OctOsuyBWs798K8-N","Students are more likely to apply to higher education",1749740046422,{"_14":425,"_16":59,"_17":426,"_310":23,"_266":379,"_27":427},"hqpqZ3vNY6-Z_Dg8lroZ6","Contribute to reducing nationwide equality gaps in degree awarding",1749740066199,{"_14":429,"_16":147,"_17":430,"_310":23,"_266":275,"_27":431},"_DbFTDFfJW9Ap9yIX45Y2","Help-seeking & support: Regular 1:1 mentoring encourages help-seeking from mentors and university services and builds familiarity, boosting belonging and engagement for mentees, which in turn reduces continuation gaps and improves outcomes.",1749740163971,{"_14":433,"_16":147,"_17":434,"_310":23,"_266":267,"_27":435},"zbRF43-hC8anKOJ0ktDgF","Peer connections: Interacting with similar peers in group mentoring sessions builds peer connections, enhancing engagement, belonging, and wellbeing, which in the long-term increases progression and academic success.",1749740414201,{"_14":437,"_16":147,"_17":438,"_310":23,"_266":439,"_27":440},"IXpN5EoJIKGN_uGEQOv5c","High-quality mentoring: Mentor training improves support quality and strengthens mentor–mentee relationships, reinforcing mentees' engagement in the mentoring sessions and their sense of belonging, which reduces continuation gaps and improves outcomes.","pre-entry,post-entry",1749740430127,{"_14":442,"_16":147,"_17":443,"_310":23,"_266":370,"_27":444},"JQzL3Q3LEb4yVWHi7BkQo","Cultural change through leadership: Senior leaders consistently communicate the importance of equity, which legitimises and prioritises access and success work across the institution. This visibility prompts wider engagement and aligns local initiatives with strategic goals.",1749740443334,{"_14":446,"_16":147,"_17":447,"_310":23,"_266":370,"_27":448},"Z9BBP2jVLxKXCZtL8Foyz","Evidence-driven improvement: Timely and accessible evaluation and data enables teams to better identify risks to equality of opportunities, barriers and track progress, which informs the design of their interventions, making them more effective for the students they aim to support.",1749740456904,{"_14":450,"_16":147,"_17":451,"_310":23,"_266":275,"_27":452},"hc557LPDjvIh6WCk3KHDh","Developing relevant skills: Black students will have the opportunity to develop relevant academic and soft skills that increase the likelihood of completing their dissertation and improve their performance on the dissertation. This leads to improved overall grades awarded for Black students engaged in the intervention which will reduce and close the awarding gap at University.",1749740472426,{"_14":454,"_16":147,"_17":455,"_310":23,"_266":398,"_27":456},"ztk-c8ogX_t2xRRIes-cj","Amplifying student voice: Engaging students as co-creators will involve them in decision-making processes and give them the opportunity to contribute to student-facing resources, such as the freshers' guide. This will improve their belief that the university values their contributions, boosting their sense of belonging, which in turn contributes to improved continuation and completion rates, reducing the completion gap between disabled students and their peers.",1749740549067,{"_14":458,"_16":147,"_17":459,"_310":23,"_266":388,"_27":460},"DhOtepNUJSs8NPBn1lf_c","Tailored tutoring: Tutor assessment of student needs will ensure that tutoring sessions focus on relevant subject topcis and revision strategies. This will boost attainment in A-level exams and increase the likelihood of meeting HE entry requirements.",1749740559899,{"_14":462,"_16":147,"_17":463,"_310":23,"_266":267,"_27":464},"6yMbXTKCAKaypbYMeEIfe","Improving attitudes to higher education (HE): Regular exposure to relatable HE role models on annual campus visits challenges students' stereotypes of HE and raises awareness of HE possibilities, leading to more positive attitudes towards HE and an expectation that they could one day study there. In the long term, this will increase the likelihood of applying to HE.",1749740572030,{"_14":466,"_16":147,"_17":467,"_310":23,"_266":267,"_27":468},"cfckwHEaldLpyC1qNZbQ8","Increasing confidence: Workshops on HE pathways, application processes, and personal statements increase students’ knowledge of ‘what to do and how to do it’, leading to greater confidence in navigating HE applications. This increases the likelihood of submitting a strong application to HE.",1749740582526,{"_14":470,"_16":154,"_17":471,"_310":23,"_266":329,"_27":472},"sZtwGOtXmmmcvkFWVrJSL","Relationships with schools are strong and translate into good buy-in",1749740595582,{"_14":474,"_16":154,"_17":475,"_310":23,"_266":476,"_27":477},"fA6gLPs0S29PxCbuF-USD","The eligibility criteria correctly identify the students most likely to benefit","intervention",1749740645820,{"_14":479,"_16":154,"_17":480,"_310":23,"_266":329,"_27":481},"ZX4_Rwtj2RV5rMKWNnklR","Schools are able to identify students who meet the eligibility criteria",1749740661463,{"_14":483,"_16":154,"_17":484,"_310":23,"_266":476,"_27":485},"5Zw-HLYoOu4H9bjA-x7Up","The content delivered in the workshops is relevant to the knowledge and skills gaps the students have",1749740671408,{"_14":487,"_16":154,"_17":488,"_310":23,"_266":489,"_27":490},"90R-pCzd6EDvUT3j2fEao","Improved knowledge, confidence and motivation translates into improved attainment","impact",1749740686195,{"_14":492,"_16":154,"_17":493,"_310":23,"_266":489,"_27":494},"u7k4rjmETMQ-5ibbHATWP","Participants engage in a sufficient number of sessions to receive the benefit of the programme",1749740699441,{"_14":496,"_16":154,"_17":497,"_310":23,"_266":476,"_27":498},"Rc3pSJ0H03_v2pTQ1wnIO","All staff members and student ambassadors acquire the right skills through training to engage students in the workshops",1749740710264,{"_14":500,"_16":154,"_17":501,"_310":23,"_266":329,"_27":502},"K1LfFIfT0UFe8s2Cm2z0z","Consistent staffing across the provider",1749740720113,{"_14":504,"_16":154,"_17":505,"_310":23,"_266":329,"_27":506},"IFO1FI5Z_LVZt_rR7DBuC","Partner schools keep to deadlines and share the requested information in the correct way",1749740730701,{"_14":508,"_16":154,"_17":509,"_310":23,"_266":476,"_27":510},"zmUTDPHbV7nLTeGM2wjso","Attendance and engagement in the programme is sustained throughout",1749740743095,{"_14":512,"_16":154,"_17":513,"_310":23,"_266":489,"_27":514},"CyT6tqxnIVa5qYD9nuGmV","The intervention leads students to change their behaviour over both the short and long term",1749740754206,{"_14":516,"_16":154,"_17":517,"_310":23,"_266":329,"_27":518},"MlTAtpuCZH8_ot0K_UhRL","Funding is sustained beyond the first term to ensure continued support",1749740765114,{"_14":520,"_16":154,"_17":521,"_310":23,"_266":489,"_27":522},"rgt9j9bq1Om6HAHWTOu_g","External factors (e.g., housing insecurity, financial hardship, life events) won’t completely disrupt the impact of the intervention on outcomes.",1749740779217,{"_14":524,"_16":154,"_17":525,"_310":23,"_266":476,"_27":526},"QhhW8PYaT6UWRkmcYaRgl","Mentors and mentees will be appropriately matched",1749740792190,{"_14":528,"_16":53,"_17":529,"_310":530,"_266":531,"_27":532},"WIZDEie73zOm_JxI_bE2N","Academic self-efficacy","

A student's confidence in their own ability and skills necessary to perform well academically in higher education

","pre-entry,post-entry,non-behavioural,attainment-raising",1749740872235,{"_14":534,"_16":53,"_17":535,"_310":536,"_266":531,"_27":537},"yqvB_jp8hyT0OEx-8MNef","Cognitive strategies","

The approaches individuals use to complete academic tasks and to prepare for and successfully learn from them

",1749740953241,{"_14":539,"_16":53,"_17":540,"_310":541,"_266":542,"_27":543},"GrYsTqHJHTSWCOWpML84U","Confidence in future success (post-HE)","

A student's belief in their ability to achieve their goals and succeed in their chosen career or life path after completing higher education

","post-entry,non-behavioural",1749740987133,{"_14":545,"_16":53,"_17":546,"_310":547,"_266":548,"_27":549},"qeoJYNVqjyc8fICENldrn","Confidence to declare support needs","

A student's belief in that declaring support needs (e.g. disability) to the provider will result in a positive experience

","non-behavioural,post-entry",1749741006571,{"_14":551,"_16":53,"_17":552,"_310":553,"_266":554,"_27":555},"LpCpGz-tNufN0hyJLHiQi","Knowledge of support available","

A student's understanding and awareness of the resources and support available to them within the higher education provider

","pre-entry,post-entry,non-behavioural",1749741044925,{"_14":557,"_16":53,"_17":558,"_310":559,"_266":531,"_27":560},"T3TpkyBpZCGsXKO4sygZC","Metacognitive strategies","

The approaches a student uses to monitor, plan and direct their own learning

",1749741067844,{"_14":562,"_16":53,"_17":563,"_310":564,"_266":565,"_27":566},"CqWVUGgKjrVSvJjrxtHHY","Motivation","

A student's level of interest, enthusiasm, and drive to pursue and succeed in their educational/careers endeavours

","post-entry,pre-entry,non-behavioural",1749741092029,{"_14":568,"_16":53,"_17":569,"_310":570,"_266":542,"_27":571},"urf2VCOQ3MxJuvW9zrfIf","Parent: knowledge of support available","

Parent/Carer understanding and awareness of the resources and support available to students within the higher education provider

",1749741118346,{"_14":573,"_16":53,"_17":574,"_310":575,"_266":548,"_27":576},"7_FNIWHJeF14LT0xsG1fW","Preparedness for HE","

Students feel fully prepared to progress to higher education

",1749741133585,{"_14":578,"_16":53,"_17":579,"_310":580,"_266":554,"_27":581},"2zTPaiv6K6uJSeiHjN79-","Sense of belonging","

The extent to which individuals feel connected to the higher education environment, peers, and others, and part of the community, or feel they would feel connected if they were to progress to higher education

",1749741329195,{"_14":583,"_16":53,"_17":584,"_310":585,"_266":542,"_27":586},"-3yZBddvTLUjNzyO3232R","Skills and knowledge to successfully make the transition to HE","

A student's understanding and awareness of the resources and skills necessary to begin their learning journey in higher education

",1749741367506,{"_14":588,"_16":53,"_17":589,"_310":590,"_266":565,"_27":591},"v4qoi8DMzodbyPSU7g-M0","Social self-efficacy","

A student's confidence in their ability and skills to develop social connections and networks in higher education

",1749741388056,{"_14":593,"_16":53,"_17":594,"_310":595,"_266":542,"_27":596},"Nj1r8bMNCEO9VRmF9zv9o","Staff: Confidence to change practice","

Staff belief in making changes to their practice (e.g., diversifying their module content and delivery)

",1749741407469,{"_14":598,"_16":53,"_17":599,"_310":600,"_266":548,"_27":601},"kdX3fvE84bN6m_9eAlpxQ","Staff: Knowledge of student needs","

Staff understanding and awareness of the needs of students (e.g. reasonable adjustments to account for disability, creating an inclusive environment for students from marginalised ethnic groups)

",1749741427016,{"_14":603,"_16":53,"_17":604,"_310":605,"_266":542,"_27":606},"2256D-zbzrb34ldiGYRqD","Staff: Knowledge of support available","

Staff understanding and awareness of the resources and support available to students within the higher education provider

",1749741450999,{"_14":608,"_16":53,"_17":609,"_310":610,"_266":548,"_27":611},"-hk_G9xOXBUZZHa-vmOpL","Staff: Skills/professional development","

Staff have access to training opportunities to develop specific skills to improve their delivery (e.g., racial literacy, data literacy)

",1749741470686,{"_14":613,"_16":53,"_17":614,"_310":615,"_266":548,"_27":616},"PS2ePu4XVT3OCz_gn7W4a","Student satisfaction","

Students' evaluations of how expectations their higher education experiences have been met or exceeded

",1749741486888,{"_14":618,"_16":53,"_17":619,"_310":620,"_266":542,"_27":621},"YBD6BKNLOonhfSJRi5bgv","Student self-advocacy","

Students are able to advocate for the support they need to to succeed in higher education

",1749741500968,{"_14":623,"_16":53,"_17":624,"_310":625,"_266":565,"_27":626},"yeopYngIn0RvpxPt_kgIn","Student self-regulation","

Students are able to monitor and manage thoughts and emotions to successfully complete a task

",1749741515731,{"_14":628,"_16":53,"_17":629,"_310":630,"_266":542,"_27":631},"B4HeaMJ0coB_8SYceWkV0","Student/staff trust","

Students have positive interactions with and trust in staff

",1749741533158,{"_14":633,"_16":53,"_17":634,"_310":635,"_266":565,"_27":636},"aAeVDbrId3O4FFDkHsLfx","Wellbeing","

A student's overall sense of happiness and life satisfaction; encompassing their emotional, social, and psychological state, and their sense of purpose and meaning in life

",1749741552694,{"_14":638,"_16":53,"_17":639,"_310":640,"_266":641,"_27":642},"1AJ6xrGQKIGlX-3Cl4su-","Applications for financial support","

Students applying for financial support (e.g. income-based bursaries)

","behavioural,post-entry",1749741569375,{"_14":644,"_16":53,"_17":645,"_310":646,"_266":641,"_27":647},"AZoh-4fQURbLSMedL9Pdr","Applications to Disability Students' Allowance","

Students have the necessary knowledge and support to make a successful application for Disability Students' Allowance

",1749741601929,{"_14":649,"_16":53,"_17":650,"_310":651,"_266":641,"_27":652},"0tOu7iaQcTcVvL0sa0v3H","Attainment","

Students' assessment marks, module marks, end of year mark or final degree classification

",1749741625137,{"_14":654,"_16":53,"_17":655,"_310":656,"_266":641,"_27":657},"_m1bNHqQ9YgRAXsM6czvj","Completion","

Student successfully completes their studies and is awarded a degree classification

",1749741641169,{"_14":659,"_16":53,"_17":660,"_310":661,"_266":641,"_27":662},"L-eV_KxiwGrciPG-GivmL","Continuation","

Student successfully progresses to the next level (year) of study

",1749741654993,{"_14":664,"_16":53,"_17":665,"_310":666,"_266":641,"_27":667},"ytDuWSO3vgt6CCvxbWlpL","Engagement (curriculum)","

The degree to which students interact with their course such as attending lectures, engaging with course materials, reading and assessment

",1749741670233,{"_14":669,"_16":53,"_17":670,"_310":671,"_266":641,"_27":672},"gi31-SOXDYBXtM8sElmoj","Engagement (support)","

The degree to which students interact with institutional (non-academic) support services

",1749741687431,{"_14":674,"_16":53,"_17":675,"_310":676,"_266":641,"_27":677},"XW3MV3XvCAVfwrom317C4","Enrolment","

Students enrols in higher education; used for specific target groups of students who may apply to higher education but face barriers to enrolment

",1749741717817,{"_14":679,"_16":53,"_17":680,"_310":681,"_266":641,"_27":682},"YXVnlGQX6TYEns9cGpzer","Good degree awarded","

Student is awarded a first or upper second class honours degree

",1749741734012,{"_14":684,"_16":53,"_17":685,"_310":686,"_266":641,"_27":687},"_h2Jaj5CDqYIv53wvpKSu","Positive progression","

Student makes a positive progression from higher education (e.g. employment, further study)

",1749741750105,{"_14":689,"_16":53,"_17":690,"_310":691,"_266":692,"_27":693},"2-1AxOaiiXV1K0ehwC8EL","Knowledge of the benefits of higher education","

A student's understanding and awareness of the advantages and opportunities that come with pursuing higher education

","non-behavioural,pre-entry",1749741854356,{"_14":695,"_16":53,"_17":696,"_310":697,"_266":692,"_27":698},"FiEnjXToTQ0RZ_sJycDGL","Knowledge of attainment needed to enter higher education","

A student's understanding and awareness of the academic requirements and qualifications necessary to gain admission to higher education providers

",1749741984693,{"_14":700,"_16":53,"_17":701,"_310":702,"_266":692,"_27":703},"Xv83DFcQYNZao_cidwd7f","Knowledge of course choice available at higher education","

A student's understanding and awareness of the range of academic courses and programmes available to them at higher education providers

",1749741999216,{"_14":705,"_16":53,"_17":706,"_310":707,"_266":692,"_27":708},"sK9OAT4owHgaKLTNbl5sK","Knowledge of different higher education providers","

A student's understanding and awareness of the range of institutions that provide higher education opportunities

",1749742011062,{"_14":710,"_16":53,"_17":711,"_310":712,"_266":692,"_27":713},"L53g5h_Ct8JCaxQoWorAq","Knowledge of academic life at higher education","

A student's understanding and awareness of the academic environment and expectations at higher education providers

",1749742025117,{"_14":715,"_16":53,"_17":716,"_310":717,"_266":692,"_27":718},"mwdSneQanstfakLnT0vwZ","Knowledge of the higher education experience","

A student's understanding and awareness of the various aspects of the HE experience, beyond the academic curriculum. This includes knowledge of the social and cultural aspects of university life, such as extracurricular activities, campus events, and student organisations.

",1749742042890,{"_14":720,"_16":53,"_17":721,"_310":722,"_266":692,"_27":723},"7KmnxpmZ7szLgOjXPS1NX","Knowledge of higher education financial support available","

A student's understanding and awareness of the various financial resources and support available to help finance their higher education

",1749742056342,{"_14":725,"_16":53,"_17":726,"_310":727,"_266":692,"_27":728},"ingz8tKskDg0hf7qY0E4h","Knowledge about student life in higher education","

A student's understanding and awareness of the non-academic aspects of the college experience, such as campus culture, social life, and community engagement

",1749742068501,{"_14":730,"_16":53,"_17":731,"_310":732,"_266":692,"_27":733},"L21T4cbe8BKfsKLZgcFtv","Knowledge on the application process to higher education","

A student's understanding and awareness of the steps and requirements involved in applying to higher education providers

",1749742079801,{"_14":735,"_16":53,"_17":736,"_310":737,"_266":738,"_27":739},"BcxovQWqkpzzQ0AorJ35l","Knowledge of career options","

A student's understanding and awareness of the range of potential career paths available to them, based on their skills, interests, and academic background

","pre-entry,non-behavioural",1749742105430,{"_14":741,"_16":53,"_17":742,"_310":743,"_266":738,"_27":744},"4HQyaT3VHXmmF9vcn9XOe","Knowledge of future options","

A student's understanding and awareness of the range of potential pathways available to them after completing their compulsory education. This includes knowledge of different education and training options, as well as different career paths and industries that align with their interests, skills, and values.

",1749742129305,{"_14":746,"_16":53,"_17":747,"_310":748,"_266":531,"_27":749},"RRfjlG40NsH4D_6nx4hPi","Grit/resilience","

A student's belief that they can overcome setbacks and barriers in the learning process

",1749742151484,{"_14":751,"_16":53,"_17":752,"_310":753,"_266":738,"_27":754},"dbixSTtbOYBVUTtuQ5l2I","Capacity to make informed decisions about higher education/the future","

A student's ability to gather, evaluate, and utilise information to make sound decisions about their education and career goals

",1749742178561,{"_14":756,"_16":53,"_17":757,"_310":758,"_266":692,"_27":759},"qJ1rxJBorF0xPI2baL5cs","Confidence to successfully apply to higher education","

A student's belief in their ability to successfully apply and be accepted into higher education

",1749742190568,{"_14":761,"_16":53,"_17":762,"_310":763,"_266":692,"_27":764},"KZt6bBn0awHwOZqqblicP","Confidence to succeed in higher education","

A student's belief in their ability to thrive academically and personally in higher education

",1749742204488,{"_14":766,"_16":53,"_17":767,"_310":541,"_266":738,"_27":768},"P378NOtzdYWSt62jQF72A","Confidence in future success (post-higher education)",1749742217768,{"_14":770,"_16":53,"_17":771,"_310":772,"_266":692,"_27":773},"dVN23UpOEMCzDAn53u7ut","Confidence in future success (non-higher education)","

A student's belief in their ability to achieve their goals and succeed in their chosen career or life path without necessarily pursuing higher education

",1749742228732,{"_14":775,"_16":53,"_17":776,"_310":777,"_266":692,"_27":778},"INs_wQnrDKl_0Os5kbWEg","Intention to attend higher education","

A student's expressed desire and plan to pursue higher education

",1749742241147,{"_14":780,"_16":53,"_17":781,"_310":782,"_266":692,"_27":783},"bAIOanAirFstWotAfhKhe","Parent/guardian: Confidence to talk to the student about future education decision","

A parent's/guardian's belief in their ability to have open and effective conversations with their child about their educational goals and plans for the future

",1749742252884,{"_14":785,"_16":53,"_17":786,"_310":787,"_266":692,"_27":788},"DGcpU7eFJ86ttJR7kW80w","Parent/guardian: Positive attitudes towards higher education","

A parent's/guardian's beliefs, perceptions, and values regarding the importance and benefits of higher education for their child

",1749742265295,{"_14":790,"_16":53,"_17":791,"_310":792,"_266":692,"_27":793},"3K0QXGXwkgvaPxBURB2KG","Parent/guardian: Intention to support and encourage the student to attend higher education","

A parent's/guardian's intention and commitment to providing their child with the resources, guidance, and encouragement necessary to pursue higher education

",1749742276247,{"_14":795,"_16":53,"_17":796,"_310":797,"_266":692,"_27":798},"UOlC2d5dJiOOb27cq4wzs","Parent/guardian: Aspiration for the student to attend higher education","

A parent's/guardian's desire and motivation for their child to pursue and achieve higher education

",1749742287978,{"_14":800,"_16":53,"_17":801,"_310":802,"_266":803,"_27":804},"Yd8EnX5_LchnqTr_MUZd9","Subject knowledge","

Students’ knowledge and understanding of a specific academic subject

","pre-entry,non-behavioural,attainment-raising",1749742300664,{"_14":806,"_16":53,"_17":807,"_310":808,"_266":803,"_27":809},"5JMnMw_fkXHD69u8B7wCl","Critical thinking/critical engagement with information","

The extent to which a student thinks critically and uses strategies that facilitate reflective and logical reasoning

",1749742315336,{"_14":811,"_16":53,"_17":812,"_310":813,"_266":803,"_27":814},"tjgI4qR-YjKfHEsE_BFK4","Locus of control","

The extent to which students believe their future success depends on their skills and effort (internal locus) or chance and the actions of others (external locus)

",1749742330974,{"_14":816,"_16":53,"_17":817,"_310":818,"_266":803,"_27":819},"dXSd8E8OHiY5uX5vRNeOs","Teacher professional skills","

The skills teachers need to effectively teach and support the learning of their students, including: pedagogical knowledge and skills; subject knowledge; communication skills; classroom management; and assessment and evaluation

",1749742350419,{"_14":821,"_16":53,"_17":822,"_310":823,"_266":803,"_27":824},"9vh8YZXXKi3UBOfKgC_ij","Academic motivation","

Students’ investment in their learning and their desire to learn and master the learning material

",1749742377625,{"_14":826,"_16":53,"_17":827,"_310":828,"_266":803,"_27":829},"VoVJTj4akWgYy6Mt41VsW","Attitudes toward learning","

Students’ beliefs, feelings, and opinions about the learning process

",1749742392770,{"_14":831,"_16":53,"_17":832,"_310":833,"_266":803,"_27":834},"2S_bDOAIAnAXWTItf1JEl","Teacher motivation","

Teachers’ investment in their teaching and their desire to make a positive difference in the lives of their students

",1749742409730,{"_14":836,"_16":53,"_17":837,"_310":838,"_266":839,"_27":840},"aM-JhPoFC3XdU-_HSK4fW","Subject knowledge (English)","

Students’ knowledge and understanding of English

","non-behavioural,pre-entry,attainment-raising",1749742421713,{"_14":842,"_16":53,"_17":843,"_310":844,"_266":803,"_27":845},"8iaGGeExK0w4wloL1XRHg","Subject knowledge (Maths)","

Students’ knowledge and understanding of mathematics

",1749742431720,{"_14":847,"_16":53,"_17":848,"_310":849,"_266":803,"_27":850},"NRwvvLiAbREJJyu92JIrV","Reading skills","

Students’ ability to comprehend, interpret, and analyse written text

",1749742441957,{"_14":852,"_16":53,"_17":853,"_310":854,"_266":803,"_27":855},"IiA3IGN-9kjylEn2n5XKP","Speaking skills","

Students' ability to communicate effectively through spoken language

",1749742453961,{"_14":857,"_16":53,"_17":858,"_310":859,"_266":803,"_27":860},"w9-aYT_jdgRIJOzbW7fNi","Writing skills","

Students' ability to effectively communicate ideas, thoughts, and information through written language

",1749742467402,{"_14":862,"_16":53,"_17":863,"_310":864,"_266":803,"_27":865},"OkqzzoyKLvH6YpKkmGJ1N","Listening skills","

Students' ability to receive, comprehend, and interpret spoken language effectively

",1749742480333,{"_14":867,"_16":53,"_17":868,"_310":869,"_266":803,"_27":870},"2vRfgFCLFn8Rj5jJc39su","Students' engagement with academic studies","

Student’ active involvement in their education and academic activities – participation in class discussions, asking questions, and contributing to group activities

",1749742492565,{"_14":872,"_16":53,"_17":873,"_310":874,"_266":803,"_27":875},"BhK9R5KtKV9l1daB5b7cx","Parent/guardian engagement","

Parents/guardians’ active involvement in the educational journey and decision-making process of their child(ren).

",1749742508808,{"_14":877,"_16":53,"_17":878,"_310":879,"_266":880,"_27":881},"VCaj0IJ4vGtk80LO_yqVM","Key stage 3 attainment","

Students' academic achievements and progress during Key Stage 3 of the education system

","pre-entry,behavioural,attainment-raising",1749742524686,{"_14":883,"_16":53,"_17":884,"_310":885,"_266":880,"_27":886},"3vYXoShkLekwmKkHRf7EC","Key stage 4 attainment ","

Students' academic achievements and progress during Key Stage 4 of the education system

",1749742537923,{"_14":888,"_16":53,"_17":889,"_310":890,"_266":880,"_27":891},"8YuolOeaT79dTbmGOxkPi","Key stage 5 attainment","

Students' academic achievements and progress during Key Stage 5 of the education system

",1749742552150,{"_14":893,"_16":53,"_17":894,"_310":895,"_266":880,"_27":896},"vrWCk6TDtfW73t2WK5pyC","Attendance ","

Students' presence and regular participation at school/college

",1749742567319,{"_14":898,"_16":53,"_17":899,"_310":900,"_266":880,"_27":901},"eiz__KPhzm1VOy8bx1-lu","Applications to higher education","

Students' application to a higher education institution

",1749742581239,{"_14":903,"_16":47,"_17":904,"_310":905,"_266":275,"_27":906},"C79zbI7f9hvJrKAsQljSv","Analytics and monitoring","

Infrastructure that records details of student interactions with institutional systems such as attendance monitoring systems, VLE, or institutional support services

",1749742681873,{"_14":908,"_16":41,"_17":909,"_310":23,"_266":320,"_27":910},"_93hJlnwLz3f7C2kmUuDe","Curriculum materials",1749742751529,{"_14":912,"_16":47,"_17":913,"_310":914,"_266":275,"_27":915},"QRJJFgg12LX-WlPxeXkcH","Assessment change","

Changes to assessment (e.g. type, timing, weighting etc)

",1749743765595,{"_14":917,"_16":47,"_17":918,"_310":919,"_266":920,"_27":921},"JGhP5dl-CBsl5wvIFQyR-","Coaching","

Students are supported to achieve personal or educational goals through training, advice and guidance

","post-entry,pre-entry",1749743781938,{"_14":923,"_16":47,"_17":924,"_310":925,"_266":439,"_27":926},"bUnHgsvU3VgJNn3aF-znw","Community events","

Events giving students the opportunity to publicly present, exhibit or perform (e.g. exhibitions, theatre productions, concerts, etc.)

",1749743798283,{"_14":928,"_16":47,"_17":929,"_310":930,"_266":920,"_27":931},"JZlxLJqVi-ORI-YXS6KCf","Culture and community development","

Activities that contribute to building social capital, sense of belonging, confidence, etc.

",1749743814357,{"_14":933,"_16":47,"_17":934,"_310":935,"_266":275,"_27":936},"ls3EvQoamzAiMXQKj770v","Curriculum delivery change","

Changes to the type of course contact hours, e.g. move to online, changing lecture to seminar, etc.

",1749743827266,{"_14":938,"_16":47,"_17":939,"_310":940,"_266":275,"_27":941},"Mo_4wHn1qFoNMV7SW-myK","Curriculum integration","

Incorporating the activity into the subject curriculum, e.g. writing skills as a taught and assessed component of a course

",1749743846261,{"_14":943,"_16":47,"_17":944,"_310":945,"_266":275,"_27":946},"Cl2N7COnv_tYuMYLncYR2","Curriculum reform","

Reform of the curriculum to make it more inclusive and representative; sometimes known as decolonisation of the curriculum or diversifying the curriculum

",1749743859106,{"_14":948,"_16":47,"_17":949,"_310":950,"_266":275,"_27":951},"wta_Jy3sYnOt3Dqa510po","Early induction","

Usually offered to students with particular needs (e.g. disabled students, international students) to provide them with early access to university facilities

",1749743871049,{"_14":953,"_16":47,"_17":954,"_310":955,"_266":275,"_27":956},"zPZ-Q-31dip2mNNe1xzDy","Fee waivers","

Tuition fees reductions given to students (could be based on merit, for specific target groups, or for specific needs)

",1749743883021,{"_14":958,"_16":47,"_17":959,"_310":960,"_266":439,"_27":961},"Xd-FfvkJnbbvm30nswJfn","Foundation Year","

Foundation Year programmes (FY) or foundation courses are designed to prepare students for degree-level study, by equipping them with the required skills (i.e., methodological and subject-specific skills) and improving their confidence in their student identity. FY programmes aim to increase access to undergraduate studies as well as increase course completion rates and attainment.

",1749743897590,{"_14":963,"_16":47,"_17":964,"_310":965,"_266":275,"_27":966},"j4iicR5tgXBJkZpj4mOtZ","Grants/Bursaries","

Money given to students (could be based on merit, for specific target groups, or for specific needs)

",1749743911917,{"_14":968,"_16":47,"_17":969,"_310":970,"_266":439,"_27":971},"IT5qqpCOyh1pYGrnVwm_X","IAG session","

Information, Advice and Guidance (IAG) sessions usually include some form of signposting and explanation of pertinent information relating to higher education, careers, or other opportunities

",1749743927422,{"_14":973,"_16":47,"_17":974,"_310":975,"_266":275,"_27":976},"MmTk-8g03wHgKyJdpEJZI","Needs assessment","

Assessment of student's needs (academic or non-academic) made through a meeting between a support professional and the student and/or parent

",1749743944428,{"_14":978,"_16":47,"_17":979,"_310":980,"_266":275,"_27":981},"UyJgvFK-zBd93gANTBzFC","Physical activities","

Activities for physical health such as individual or team sports

",1749743957453,{"_14":983,"_16":47,"_17":984,"_310":985,"_266":275,"_27":986},"ajxuqU4Wm0I-sXZxQDFpP","Placement: Short-term in-year","

Work experience conducted as part of the course but during term-time

",1749743970693,{"_14":988,"_16":47,"_17":989,"_310":990,"_266":275,"_27":991},"V_kB4DlmLeWtBrrv6EhgW","Placement: Summer","

Work experience conducted during the summer break

",1749743987014,{"_14":993,"_16":47,"_17":994,"_310":995,"_266":275,"_27":996},"Oitxo6Kc5mZiUOGjJjgjN","Placement: Year","

Work experience conducted as part of a course but during a whole academic year, sometimes called a sandwich year, and often between the 2nd and 3rd year of undergraduate study

",1749744010151,{"_14":998,"_16":47,"_17":999,"_310":1000,"_266":275,"_27":1001},"UPHFRyHeXMUSFepwRFkxW","Referral","

Students are referred directly to support services (academic or non-academic) and an appointment is made on their behalf

",1749806358406,{"_14":1003,"_16":47,"_17":1004,"_310":1005,"_266":920,"_27":1006},"C_M9_8QIGzh2iDRRwWiY0","Skills workshops","

Activities designed to improve particular skills, e.g. revision, writing skills, public speaking, etc. These may or may not be directly relevant to the students' course curriculum.

",1749806379353,{"_14":1008,"_16":47,"_17":1009,"_310":1010,"_266":275,"_27":1011},"111vIiPJYYdxx22m1lCjb","Social activities","

Activities designed to promote a sense of belonging, e.g. by celebrating and highlighting diversity or by providing social interaction, such as student societies

",1749806717400,{"_14":1013,"_16":47,"_17":1014,"_310":1015,"_266":275,"_27":1016},"V0VHjoxo6HY7TtUxXNm2E","Staff training","

Staff professional development activities designed to improve competency in a specific area

",1749806733447,{"_14":1018,"_16":47,"_17":1019,"_310":1020,"_266":275,"_27":1021},"xwtIfVBYkfL2jN0rkXKDl","Student voice","

Activities or structures designed to capture and react to the student voice (e.g. student representatives on organisational structures in the higher education provider)

",1749806771257,{"_14":1023,"_16":47,"_17":1024,"_310":1025,"_266":275,"_27":1026},"Gv0Vy0aRORoGXeJI8uE7Z","Study abroad","

A semester or year abroad, often taken as part of a languages degree but often also available to students on any course

",1749806782957,{"_14":1028,"_16":47,"_17":1029,"_310":1030,"_266":275,"_27":1031},"SR4x8KCC2isLJ6g-4NfeT","Financial subsidy","

Institutional subsidy of activities e.g. subsidised gym membership, textbooks, travel etc

",1749806797986,{"_14":1033,"_16":47,"_17":1034,"_310":1035,"_266":275,"_27":1036},"EQ_Rpej4qGEg45XfLTgIk","Tailored workshops","

Workshops provide students with access to the provider's support services. Students learn about how to access course materials, navigate the campus, who to contact for support needs, where to find further information

",1749806812225,{"_14":1038,"_16":47,"_17":1039,"_310":1040,"_266":275,"_27":1041},"O5eCWCUknyaTtQV-aZNeI","Technology provision","

Providing students with the technology to enable them to access the curriculum – e.g. laptop, tablet, internet dongle

",1749806823511,{"_14":1043,"_16":47,"_17":1044,"_310":1045,"_266":275,"_27":1046},"aQQUsSp5sW4XtavOJzFlj","Timetabling change","

Changes to the timetabling of contact hours. Perhaps to move them to one part of the week to enable student part-time employment, or to make it easier for commuter students to attend classes.

",1749806833179,{"_14":1048,"_16":47,"_17":1049,"_310":1050,"_266":1051,"_27":1052},"8vOdXqCK2fieE1w9Zm_Pk","Tutoring/Mentoring","

Activities involving a relationship between two individuals where a more experienced person (student or staff) provides some combination of course-related academic support, pastoral support, or by acting as a role model

","post-entry,pre-entry,attainment",1749806854644,{"_14":1054,"_16":47,"_17":1055,"_310":1056,"_266":1051,"_27":1057},"LH2G-r2TO1zySj-jxnjhj","Student tutor/mentor","

Undergraduate students who provide tutoring/mentoring

",1749806880484,{"_14":1059,"_16":47,"_17":1060,"_310":1061,"_266":275,"_27":1062},"XXPKLfOvgi3fRCSmXJ8r0","Welcome events","

Personalised events for certain students, such as those who have high levels of social anxiety

",1749806894820,{"_14":1064,"_16":47,"_17":1065,"_310":1066,"_266":275,"_27":1067},"jnZRnLH5IOVS_S-qYlTL-","Support groups","

Groups set up to support members with issues common to them. These could be peer support groups or run by facilitators (internal or external)

",1749806907323,{"_14":1069,"_16":47,"_17":1070,"_310":1071,"_266":275,"_27":1072},"W67pGppydOY2NrCv8i9cp","Creative activities","

Activities for with creative outputs such as art classes, etc.

",1749806918057,{"_14":1074,"_16":47,"_17":1075,"_310":1076,"_266":1077,"_27":1078},"EWfgSbcjLhdMlUIek0KtV","Non subject-specific tutoring","

Tutoring, mentoring and academic support, delivered through repeat interactions and sustained engagement, focuses on general academic skills and strategies rather than specific content or subjects. May include study skills, time management, note-taking, test-taking strategies, memory techniques and critical thinking.

","attainment,pre-entry,post-entry",1749806944883,{"_14":1080,"_16":47,"_17":1081,"_310":1082,"_266":1083,"_27":1084},"Cq1YyvPCQIOtr6qp74DvG","Revision workshop","

Structured interactive session to help students prepare for exams by reviewing subject content, providing practical tools, and developing effective revision strategies and techniques

","attainment,post-entry,pre-entry",1749806958059,{"_14":1086,"_16":47,"_17":1087,"_310":1088,"_266":1089,"_27":1090},"KaVBR48F1xXtgqC0bPT9S","Literacy sessions","

Structured interactive session to help students develop their reading, writing, speaking and listening skills. May involve group discussions, individual guided reading, comprehension exercises, grammar and vocabulary exercises, word analysis activities and presentations

","attainment,pre-entry",1749806969903,{"_14":1092,"_16":47,"_17":1093,"_310":1094,"_266":1089,"_27":1095},"zQUK0RK-0e4lD1jL0Oy78","Subject-specific tutoring","

Tutoring, delivered through repeat interactions and sustained engagement, focuses on providing additional support in a specific academic subject. Subject-specific tutoring may be delivered in a one-on-one or small group setting.

",1749806980856,{"_14":1097,"_16":47,"_17":1098,"_310":1099,"_266":1089,"_27":1100},"UURT5JmuuZKmD9f0FoLli","Subject-specific workshop","

Structured interactive sessions focused on providing students with additional support in a specific academic subject. Subject-specific workshops may be delivered in a group setting.

",1749806992113,{"_14":1102,"_16":47,"_17":1103,"_310":1104,"_266":1089,"_27":1105},"jaZlSRF-zClYOf5bHXzCq","Admissions test support","

Assistance and guidance for students who are preparing to take admissions tests for higher education. The goal of admissions test support is to help students prepare for these tests by providing them with the knowledge, skills, and strategies they need to perform well.

",1749807008229,{"_14":1107,"_16":47,"_17":1108,"_310":1109,"_266":1089,"_27":1110},"_IBWK5-PZTPeyYGFZD21l","Homework support","

Assistance and guidance to help students complete their homework assignments. The goal of homework support is to help students overcome challenges they may face in completing their homework, such as difficulty understanding the material, lack of access to resources, or time management issues.

",1749807024655,{"_14":1112,"_16":47,"_17":1113,"_310":1114,"_266":289,"_27":1115},"LZtRdlLKmQRBkr_9g94cq","Teacher professional development","

Support for teachers to develop the knowledge and skills they need to be effective educators. Teacher CPD can take many different forms, including workshops, seminars, conferences, online courses, one-to-one support, and in-school training programs

",1749807039812,{"_14":1117,"_16":47,"_17":1118,"_310":1119,"_266":1089,"_27":1120},"-vwFD_zhsvELkmsT2mCXr","Supporting curriculum design","

The process of developing and implementing educational programmes that are effective, engaging, and inclusive for all students. Curriculum design involves determining the content, learning objectives, instructional methods, and assessment strategies for a programme.

",1749807052268,{"_14":1122,"_16":47,"_17":1123,"_310":1124,"_266":1089,"_27":1125},"Nk-w1tjEGFBuMm0q_gpjm","Academic summer school","

A programme that provides students with an opportunity to engage in academic learning and enrichment activities. Academic summer schools may be made up of a combination of other skills and attainment activities and are typically designed to provide students with a range of educational experiences, such as subject-specific content, research opportunities, and enrichment activities that support their academic development.

",1749807066188,{"_14":1127,"_16":47,"_17":1128,"_310":1129,"_266":1089,"_27":1130},"Kkx0iZx_C5y1ayAXxcgse","School governance","

The process of higher education providers collaborating with schools to provide support and expertise in how schools are managed, operated, and governed. School governance support can take many forms including placing higher education staff in schools and providing training/coaching for school governors.

",1749807081144,{"_14":1132,"_16":47,"_17":1133,"_310":1134,"_266":1089,"_27":1135},"hSj3FSlcDqZXYeESeFF8U","Parent/guardian support","

Support for parents/guardians to develop the knowledge and skills they need to encourage their children(s) learning and academic progress. Parent/guardian support can take many forms including information sessions, information packs sent home to parents/guardians, and homework support engaging parents.

",1749807110835,{"_14":1137,"_16":47,"_17":1138,"_310":1139,"_266":267,"_27":1140},"Y5MUlZObHn2fQsHFH8STw","Exhibition","

Providing information about an educational provider at an event, for example at a higher education convention or information stand

",1749807126282,{"_14":1142,"_16":47,"_17":1143,"_310":1144,"_266":267,"_27":1145},"CzdjAPNtS4LTO87192VGq","Campus visit","

Visit to an education provider's campus, often including tours, student ambassador Q&As, or as part of an open day

",1749807139424,{"_14":1147,"_16":47,"_17":1148,"_310":1149,"_266":267,"_27":1150},"wqEjBBADkd4vVjShMcWyG","Higher education subject insight session","

Sessions providing students with insights into higher education subjects and higher education-style learning, such as subject-specific course information, lectures, and subject masterclasses/taster sessions/workshops

",1749807157462,{"_14":1152,"_16":12,"_17":1153,"_310":23,"_266":388,"_27":1154},"y2xT-GJ7SERV3gZa0z8C3","There is a persistent attainment gap in GCSE outcomes between disadvantaged and non-disadvantaged pupils, even when controlling for high prior attainment. At the individual level, prior attainment is the biggest indicator for progression to university. Raising attainment among disadvantaged groups is therefore a key priority in closing the HE progression gap.",1749807232860,{"_14":1156,"_16":12,"_17":1157,"_310":23,"_266":379,"_27":1158},"NrXzp9ZdxD0u5Bfez9c9s","We have identified a persistent degree awarding gap between minoritised ethnicity and white students at our university, with students from minoritised ethnicity backgrounds being less likely to receive a 1st or 2.1 at the end of their degree, reflecting sector-wide gaps in degree awarding. We have identified that the curriculum of many of our modules is dominated by white, male, eurocentric authors and perspectives. This lack of representation may contribute to disengagement, a reduced sense of belonging, and missed opportunities for students from minoritised backgrounds to see their identities, experiences, and knowledge systems reflected in their learning (Stevenson et al., 2019; Arday and Mirza, 2018). Addressing the curriculum to become more inclusive has the potential to improve student engagement, foster belonging, and contribute to more equitable academic outcomes (McLean et al., 2017).",1749807257335,{"_14":1160,"_16":12,"_17":1161,"_310":23,"_266":393,"_27":1162},"0hxuFKKARfoNAa_YPVQ_k","Students from underrepresented backgrounds are more likely to struggle with the transition into higher education. This may stem from factors such as a lower sense of belonging in higher education due to limited prior exposure and a lack of academic preparation for university-level independent study. As the transition into university brings many challenges for students, it is important that they are adequatly supported to continue with and succeed in their studies.",1749807290289,{"_14":1164,"_16":12,"_17":1165,"_310":23,"_266":267,"_27":1166},"3Gu65UTiIZ5glcYwu_K06","Year 12 students from disadvantaged backgrounds are less likely to enter HE than their peers, and the gap is particularly pronounced at the HE providers with the highest entry requirements. This gap likely stems from factors including differences in prior attainment, access to high-quality information, advice, and guidance, lower confidence in applying to selective universities, and lower presence of similar role models at highly selective universities. As a result, many talented students from disadvantaged backgrounds do not acccess providers with the highest entry requirements and in turn miss out on wider benefits.",1749807305321,{"_14":1168,"_16":12,"_17":1169,"_310":23,"_266":275,"_27":1170},"Yf2Ari428Ybl2OmoLngTD","

At our university, we have identified gaps in access to STEM courses for certain underrepresented groups, including POLAR4 Q1, care leavers and disabled students; for example only 7.8% of our Physics cohort is POLAR Q1 compared to 43.6% from POLAR Q5. These gaps matter because STEM courses often provide access to high-skilled, high-paid careers, and underrepresentation in these fields perpetuates wider social and economic inequalities. Tackling this challenge is essential not just for individual opportunity, but also for ensuring that STEM fields benefit from the full diversity of talent and experience in society.

",1749807313133,{"_14":1172,"_16":12,"_17":1173,"_310":23,"_266":275,"_27":1174},"H1AvhJSgj_nNI9UVskRC2","Graduates from disadvantaged backgrounds face lower rates of progression into highly skilled employment or further study compared to their advantaged peers. In 2021-22, 74.6% of our student body progressed to a highly skilled role or further study after graduating, but this drops to 59% of FSM-eligible students. This disparity in outcomes limits higher education’s potential to promote social mobility. Addressing this gap is crucial for ensuring equitable opportunities post-graduation.",1749807322064,{"_14":1176,"_16":12,"_17":1177,"_310":23,"_266":267,"_27":1178},"fJf8o2exU4MgHH6CrdXRp","Geographic inequalities in who progresses to higher education persist across the UK, with young people from London and the South East more likely to attend HE than those from the North West and in Wales, as well as other coastal and rural regions (The Sutton Trust, 2025). Running targeted regional widening participation work and interventions in underserved areas can help to reduce these inequalities and address the unequal presence of higher education providers across the country.",1749807331729,{"_14":1180,"_16":12,"_17":1181,"_310":23,"_266":370,"_27":1182},"oOsc4Da7N0Cy-17t-aOnx","Despite progress, inequalities in access, success, and progression persist across the student lifecycle at our university. Current practice to address these gaps is often fragmented, with staff working in silos rather than a coordinated, institution-wide approach. Without empowering all staff to embed equity into their practice, we risk perpetuating unequal outcomes for underrepresented students.",1749807340653,{"_14":1184,"_16":12,"_17":1185,"_310":23,"_266":398,"_27":1186},"4NWInZ9C93RQR59nN0Or-","Students often receive duplicate or conflicting information from different parts of the university, leading to confusion and overwhelm. They are also frequently required to repeat personal information or disclosures to multiple services, with a recent review revealing 17 potential points at which a student may have to repeat a disclosure. This creates unnecessary burden and stress for students and can undermine trust in university support systems.",1749807351408,{"_14":1188,"_16":12,"_17":1189,"_310":23,"_266":370,"_27":1190},"kDOA803HbCqosIejCk9v1","Evaluation expertise at our university is concentrated among a small number of staff, limiting the capacity to assess the effectiveness of interventions consistently and sustainable. Where evaluation does take place, findings are not routinely used to inform decision-making or practice. This limits our ability to learn from what works and improve outcomes for students.",1749807360292,{"_14":1192,"_16":104,"_17":1193,"_310":23,"_266":267,"_27":1194},"zwZaPjgOZJgCGeyr9qqva","Providing clear, actionable information about the higher education application process reduces uncertainty and perceived barriers, boosting confidence to take action and complete and submit applications",1749808667189,{"_14":1196,"_16":104,"_17":1197,"_310":23,"_266":267,"_27":1198},"0XsX38xqAmJSG6VVVbhOg","Seeing ‘people like me’ in higher education reshapes students’ perceived belonging in higher education settings, making higher education feel more relevant to their social identity and more achievable",1749808734414,{"_14":1200,"_16":104,"_17":1201,"_310":23,"_266":1202,"_27":1203},"jdJapP-qwMrikkyfeJgYe","Targeted tutoring support builds both knowledge and metacognitive skills in relevant areas, ensuring students feel more prepared for and less anxious about exams, which improves their performance","pre-entry,post-entry,attainment-raising",1749808747678,{"_14":1205,"_16":104,"_17":1206,"_310":23,"_266":439,"_27":1207},"PqcnHIr6s5qnxqQYtnf3p","Through attending training and engaging with resources, mentors learn how to build strong relationships with mentees and deliver effective mentoring sessions",1749808759309,{"_14":1209,"_16":104,"_17":1210,"_310":23,"_266":275,"_27":1211},"QDLkWHSnyMHIiv_-QqaWi","Sharing experiences in a structured, supportive environment fosters a sense of social identification with peers, making students feel they belong, which strengthens motivation to engage with their course and persist in their studies",1749808772422,{"_14":1213,"_16":104,"_17":1214,"_310":23,"_266":370,"_27":1215},"kr6e_vTwC8oiiOj0BNMzO","Consistent messaging from senior leaders signals that equity work is valued and expected, shifting organisational norms and behaviours. This encourages staff at all levels to align their work with strategic goals and to support each other.",1749808783805,{"_14":1217,"_16":104,"_17":1218,"_310":23,"_266":370,"_27":1219},"vo22IsUA0jNHqpxuaYcad","Timely, relevant data makes challenges and gaps in outcomes visible, enabling teams to adapt interventions responsively to support the students most in need of support at the right time. This increases the likelihood that interventions address real barriers, improving their overall effectiveness.",1749808794901,{"_14":1221,"_16":104,"_17":1222,"_310":23,"_266":398,"_27":1223},"h4bBk-3_Av2xfXIC-lXrq","Involving students in decision-making signals that their perspectives matter, increasing their sense of agency and belonging within the instutution. Feeling valued by the institution strengthens commitment and persistence, improving continuation and completion rates.",1749808807160,{"_14":1225,"_16":104,"_17":1226,"_310":23,"_266":379,"_27":1227},"mnH0ZbK-JeM1_GrT1CO7e","Targeted skills development and working through challenges with the support of peers and techers increases students’ capability and confidence in completing their dissertations, leading to improved attainment and narrowing the awarding gap",1749808818239,{"_14":1229,"_16":104,"_17":1230,"_310":23,"_266":275,"_27":1231},"WDJZa1wpp6B_DQAXoWfeX","Students will easily be able to access relevant information about university services, increasing their likelihood of seeking support when needed and building their confidence in the university's provision",1749808829764,{"_14":1233,"_16":167,"_17":7,"_310":1234,"_266":1235,"_27":1236},"daupUk8bzmkKVWPQXk1u7","

Self-report measures
Participants rate their own thoughts, feelings, or behaviours, introducing a subjective element.

","non-behavioural",1749819504787,{"_14":1238,"_16":167,"_17":7,"_310":1239,"_266":1235,"_27":1240},"1A1UqkXir65PGa09IjW0L","

Performance measures
Measures factual information about individual's achievements or knowledge without subjective interpretation, for example a test or assessment.

",1749819519861,{"_14":1242,"_16":167,"_17":7,"_310":1243,"_266":1235,"_27":1244},"u5Y7RwIZJSilUTd_9bZxv","

Validated scales
Self-report scales that have been tested through research to ensure they are standardised and reliable methods that accurately measure outcome constructs, thus ensuring consistency and validity.

",1749819537969,{"_14":1246,"_16":167,"_17":7,"_310":1247,"_266":1235,"_27":1248},"rUGiYMq3OZjvtgPE3kPer","

Relevant scales from TASO's Access & Success Questionnaire
The Access & Success Questionnaire includes validated scales covering a range of outcomes relevant to higher education access and success work. Used to measure non-behavioural outcomes.

",1749819575969,{"_14":1250,"_16":167,"_17":7,"_310":1251,"_266":1252,"_27":1253},"NGrmKUFv-1a1k-kLHVmlY","

Interim behavioural measures
Measures of interim or proxy behaviours related to the outcomes and impact, such as GCSE selections, event sign ups, or student engagement.

","behavioural",1749819602552,{"_14":1255,"_16":167,"_17":7,"_310":1256,"_266":1252,"_27":1257},"F_yU5l_Tpe6mTkhu0u6Lb","

Direct behavioural measures
Direct objective measures of intended impact, such as higher education application rates, attainment, continuation, and progression, usually captured in administrative data.

",1749819617416,{"_14":1259,"_16":174,"_17":7,"_310":1234,"_266":1235,"_27":1260},"8PDST4qAa1wDIuUB8xF8K",1749819652772,{"_14":1262,"_16":174,"_17":7,"_310":1239,"_266":1235,"_27":1263},"uL22FvnuJUEyc5hrl_it0",1749819666420,{"_14":1265,"_16":174,"_17":7,"_310":1243,"_266":1235,"_27":1266},"b586YZrcELpSmBz3g1ucd",1749819679482,{"_14":1268,"_16":29,"_17":7,"_310":1269,"_266":388,"_27":1270},"mmeGI3BEJLn8xyadoDmM5","

Deprivation and the Covid-19 pandemic have exacerbated attainment disparities and led to pupils needing more support in reading and literacy. The lack of reading skills among pupils is often a barrier to progressing into Higher Education (HE), as pupils are less likely to obtain good passes at GCSE level. National research shows that Key Stage 4 attainment is critical to future HE progression (Crawford, 2014). Based on existing evidence that literacy-based programmes can contribute to attainment raising, this project aims to raise attainment levels across KS3 in selected partner schools, and increase pupils’ confidence and engagement with learning.

",1753356781419,{"_14":1272,"_16":29,"_17":7,"_310":1273,"_266":388,"_27":1274},"tu2iZ5PpFfEsMFYUiJIgT","

Evidence shows that, from a young age, a gap in achievement opens between children from the most and least affluent backgrounds. By the end of primary school, pupils from disadvantaged backgrounds have, on average, made 5.4 months less progress than their peers and are less likely to reach a high level of attainment. This gap becomes more pronounced at secondary schools.

Existing research suggests small group tutoring can benefit those with the potential to achieve strong GCSE results. For this, we are running a targeted GCSE Maths and English tutoring programme, which also includes wellbeing support and study skills sessions. The programme aims to help pupils, mainly from underrepresented or low-income backgrounds, to improve their attainment.

",1753356835064,{"_14":1276,"_16":29,"_17":7,"_310":1277,"_266":275,"_27":1278},"zNLUkRyOgU9Aed1eWkBNB","

Students from widening participation (WP) backgrounds are less likely to undertake sandwich courses, even though the evidence suggests that they will particularly benefit from them. Among the 2021-22 entrant cohort at the University, there was a relatively small gap in terms of intentions to undertake a sandwich placement between WP students and non-WP students. This was similarly the case for ethnicity (Black, Asian and minority ethnic (BAME)) and disability status. In this cohort, 27% of UK domiciled year one WP undergraduate students were enrolled on four-year courses with an embedded sandwich placement, which was only three percentage points smaller than the equivalent percentage of non-WP students. However in 2022-23, the percentage of WP students enrolled on sandwich placements fell slightly to 24%, and in 2023-24, only 14% of WP students were recorded as having taken a placement. Effectively, only around half of the WP students who had intended to undertake a sandwich placement, did so. This ‘successful conversion’ rate was considerably higher for non-WP students. We see even more stark figures when we look at ethnicity, where the ‘successful conversion’ rate was considerably higher for White students than their Asian and Black counterparts.

",1753356870611,{"_14":1280,"_16":35,"_17":7,"_310":1281,"_266":388,"_27":1282},"zPDBC9oLpPQ5YDBXpwoXg","

This intervention is designed for Year 7 and Year 8 pupils from non-selective schools in the local county who typically underachieve in literacy and/or English, and/or those pupils whose literacy confidence may be impacting their attainment or engagement in other subjects.

",1753356889842,{"_14":1284,"_16":35,"_17":7,"_310":1285,"_266":388,"_27":1286},"P_V6kPF2PEdnT-fQ9_oX2","

This intervention is designed for pupils in Year 10 and Year 11 who meet at least one of the following criteria: have been eligible for Free School Meals in the past six years, are currently eligible for Pupil Premium funding, come from ACORN Category 4 – Financially Stretched or Category 5 – Urban Adversity neighbourhoods, live or have lived in Local Authority care, are young carers, or are forced migrants.

",1753356911525,{"_14":1288,"_16":35,"_17":7,"_310":1289,"_266":275,"_27":1290},"luf3ZJ7HQlK1MlaV6Dv1L","

This intervention is designed to bring benefits to undergraduate students from WP backgrounds, the HEPs who facilitate sandwich courses, and to the employers who offer sandwich placements

",1753356928151,{"_14":1292,"_16":35,"_17":7,"_310":1293,"_266":275,"_27":1294},"-69RWlA46s807JUKy16Nt","

While we anticipate that this programme will be of benefit to all students, the aim is to particularly target student groups who face the largest gap in grades, namely Black and Asian students. Internal analyses have highlighted that these students are disproportionately likely to enter university with BTEC qualifications and are disproportionately likely to face inequalities in outcomes on certain courses (Business Management, Computing, Biomedical Sciences and Nursing as priority courses). This intervention stream has therefore been developed for students for whom ‘traditional’ university models of assessment may be less familiar (namely BTEC students), and therefore face additional ‘hidden’ barriers to success, and for staff on priority courses where there may be an increased need for guidance and support in developing and delivering accessible assessment practices.

",1753356943719,{"_14":1296,"_16":35,"_17":7,"_310":1297,"_266":379,"_27":1298},"MLw6CHgdX-TcFOHXjQSE8","

The main beneficiary groups are students at risk of failing their degrees, who are identified into two priority lists, using the following institutional data: Priority 1 includes students from minoritised ethnic backgrounds with less than 30% attendance and an average of 40% or less in their first semester marks, and Priority 2 includes students from minoritised ethnic backgrounds with less than 40% attendance and an average of 50% or less in their first semester marks.

",1753356970403,{"_14":1300,"_16":76,"_17":7,"_310":1301,"_266":388,"_27":1302},"pFTyUdl3sQOtCGeA-NDAv","

The intervention is delivered by self-selected student ambassadors and overseen by University staff in partnership with schools. Student ambassadors include current undergraduate and postgraduate students at the University studying a range of courses.

",1753357042562,{"_14":1304,"_16":76,"_17":7,"_310":1305,"_266":388,"_27":1306},"RQ02Fr42sNvXGX9vfoFCG","

The University leads the overall management, coordination and design of the intervention, as well as the delivery of the Welcome Event. An external organisation, Team Up, is responsible for the delivery of the tutoring programme and the revision programme. They are also responsible for training current students (including Student Ambassadors) who deliver tuition.

",1753357063175,{"_14":1308,"_16":76,"_17":7,"_310":1309,"_266":370,"_27":1310},"Xa8tNmgoBnQJ0CK0MXSmW","

Assessment guidelines will be developed and implemented by the Education Development Service, Centre for Academic Success, Associate Deans (Teaching, Education & Student Experience), Course Leaders, College APP leads, and module leaders.

",1753357077609,{"_14":1312,"_16":76,"_17":7,"_310":1313,"_266":379,"_27":1314},"NdMa79DxsNL69AIaZCkOO","

Dissertation retreats will be delivered by the Writing and Study Skills Officers, who regularly run academic skills sessions, and will facilitate the tailored sessions with the students

",1753357106695,{"_14":1316,"_16":225,"_17":7,"_310":1317,"_266":388,"_27":1318},"-n0vNm-_2qkhzqcjBgdTJ","

This intervention can be delivered in individual or small group settings. Pupils receive either one-on-one sessions with the student ambassadors or they are placed in a group of 2-3 pupils with similar reading skills and abilities.

",1753357146099,{"_14":1320,"_16":225,"_17":7,"_310":1321,"_266":388,"_27":1322},"mdh2wnQaDCR3EiPb8KvhX","

The programme is delivered face-to-face in groups of approximately 15 pupils. Some activities, such as the Maths and English tuition, is delivered in smaller groups of 2 to 3 pupils.

",1753357165680,{"_14":1324,"_16":225,"_17":7,"_310":1325,"_266":275,"_27":1326},"uUzuPn8hNUDVnEnGI-H9M","

This intervention has a mixed methods approach to delivery. Activities directed towards students will be delivered in person and are a mixture of group and individual workshops. Sessions will also be a mixture of in-curriculum and extra-curricular sessions and will use a range of pedagogies from constructivist to collaborative, to reflective. In addition, indirect communications to students will be used, with a mixture of targeted and generalised communications conveying key messaging as developed by the university. Regarding activities aimed towards delivering systemic change, interventions are delivered via senior staff members directed towards their HEP staff, and ultimately focus on relationship building, policy development, and strategic planning and change. Staff are responsible for establishing and working towards deliverable targets, overseen by senior management.

",1753357181593,{"_14":1328,"_16":82,"_17":7,"_310":1329,"_266":388,"_27":1330},"o-zMVaRPzxR6oYxkxl5mo","

This intervention is mainly delivered in-person in schools. School staff help identify suitable locations, for example, the school libraries. During the COVID-19 pandemic, some sessions were delivered online.

",1753357207565,{"_14":1332,"_16":82,"_17":7,"_310":1333,"_266":388,"_27":1334},"I2z4_ScrORdEnzV-JkFsF","

Welcome Event and tuition sessions are delivered in schools while the Summer School and Revision Sessions are delivered at the University campus.

",1753357225127,{"_14":1336,"_16":82,"_17":7,"_310":1337,"_266":388,"_27":1338},"UpyR-pH1Hi7cJZUNWm0YJ","

This intervention is delivered primarily on campus, either through scheduled teaching, or through extra-curricular support sessions. Additional elements will be delivered off campus in schools, colleges, and community settings, targeting young people who are classed as ‘prospective’ students.

",1753357248802,{"_14":1340,"_16":82,"_17":7,"_310":1341,"_266":275,"_27":1342},"VmSfxpl_9s0bstdeO_Ys9","

Most of the resources required for the student referral intervention are available online (e.g. training for Referral Scheme staff, priority student lists etc.). However, when it comes to how students engage with the support services they are referred to, this engagement can take either an online or face-to-face contact.

",1753357264693,{"_14":1344,"_16":82,"_17":7,"_310":1345,"_266":275,"_27":1346},"kMhlUxayNRejvpqpPQ143","

The intervention is delivered through panels and these meetings take place both online and in-person at the University campus to balance flexibility, accessibility and maintaining participant engagement.

",1753357279252,{"_14":1348,"_16":232,"_17":7,"_310":1349,"_266":1202,"_27":1350},"dfayoNzBluYHMigCD9hZq","

The 30-minute sessions are delivered on a weekly basis for 6 to 12 weeks. The ideal number of sessions is at least 8-10.

",1753357307031,{"_14":1352,"_16":232,"_17":7,"_310":1353,"_266":388,"_27":1354},"1SpEwDroSa2jxtybLUozZ","

The programme runs once a year and pupils are expected to take part in all activities as they transition from Year 10 to Year 11. There is a new cohort per year, with activities running across the whole school year. Within the programme, Maths and English tuition sessions run for 15 weeks, revision sessions run for one day, a Summer School lasts for two days, and study skills and wellbeing sessions run for one day.

",1753357320535,{"_14":1356,"_16":232,"_17":7,"_310":1357,"_266":275,"_27":1358},"tbmwWB9B-A4pNxcN7XE1X","

Details of students who have been contacted and referred are passed to support services in real-time according to the student’s needs. This is usually completed on a weekly basis. Delivery of staff training to be involved in the referral programme will happen once a year at the beginning of the year unless the needs for further refresher sessions or 2nd intakes are identified through evaluation of the Scheme.

",1753357335990,{"_14":1360,"_16":232,"_17":7,"_310":1361,"_266":388,"_27":1362},"Pn7dXj5WUo7YO56dc_y57","

Workshops are delivered throughout the year. Their length can vary depending on schools’ requests and availability, but they are typically 1-hour long. The number of workshops delivered to each school is also dependent on factors such as demand and availability of staff.

",1753357356827,{"_14":1364,"_16":98,"_17":7,"_310":1365,"_266":388,"_27":1366},"lr1SohRbREul0IR7CjlbT","

Since student ambassadors work closely with individual pupils or small groups, they are able to select genres and reading materials that suit pupils’ interests and literacy levels.

",1753357378439,{"_14":1368,"_16":98,"_17":7,"_310":1369,"_266":388,"_27":1370},"6GuraUgoRc7s2WdrTlrI-","

Regular communication between schools, external partners and the University is needed. This helps with the coordination of workshops and ensures there is a clear understanding of pupils’ needs so that the tuition sessions can be tailored accordingly. Workshops and tuition sessions are designed to address pupils’ needs, which are identified through a baseline survey and with school teachers’ support.

",1753357393855,{"_14":1372,"_16":98,"_17":7,"_310":1373,"_266":275,"_27":1374},"6GmCbMgmNz-iNxs3xUave","

This intervention addresses specific issues for widening participation students, and the intersectionality of various demographic groups within that. In addition, personalised support is required that considers the unique and specific needs of each student. This programme and supporting research consider the unique needs associated with each school/faculty, and the variety of professional sectors, each with their own needs, requirements, issues, and culture, requiring a specific and considered approach. For example, placements related to fashion or sport are more likely to require a focus on financial issues, and specific associated policy, due to the prevalence of unpaid placements within that sector.

",1753357410310,{"_14":1376,"_16":98,"_17":7,"_310":1377,"_266":275,"_27":1378},"76xqIFxMDvsF-si_svOIt","

This intervention works by tailoring support to its participants. This means that the number of “sessions”, the intensity of support and the period of time over which these are delivered depends on the student. Students are checked for eligibility and assigned to priority groups for contact by Week 2 of Semester 2 with attendance checks for all students happening weekly. Students on priority lists are then contacted by Week 5-6 of Semester 2.

",1753357429147,{"_14":1380,"_16":208,"_17":7,"_310":1381,"_266":388,"_27":1382},"VWO6622RliXuH_mnfzeRL","

By attending and engaging in reading sessions, pupils develop relationships with student ambassadors. It is expected that student ambassadors will demonstrate role modelling behaviour (e.g. displaying positive attitudes about reading and education) and be perceived by some pupils as role models (e.g. someone they identify with who successfully got into University). Through this role-modelling behaviour and the direct reading support provided during the sessions, this pathway hypothesises that pupils will improve their attitudes towards reading, gain a sense of accomplishment, and increase their reading confidence and self-efficacy.

Overall, there are relatively few studies where the adults delivering reading interventions are University students, compared to teachers or parents. However, as noted by Lee and Szczerbinski (2021) who evaluated the Suas Paired Reading programme that included University students as tutors, they may offer unique strengths such as high literacy levels, available time, willingness to speak about HE, and the ability to act as a positive role model. While Paired Reading is a formalised intervention not directly comparable to this project, the study provides insights that may be transferable.

Overall, there was no evidence to suggest that Paired Reading improved pupils’ reading performance, but there were positive subjective benefits. For example, parents observed changes in the reading behaviours and attitudes of their children, and teachers reported pupils’ showing more confidence and interest in reading. Furthermore, many features of this project align with those Willingham (2015) highlights as important factors in supporting reading enthusiasm, for example, reading in short intervals (e.g. 20 minutes), allowing students choice in selecting what to read, facilitating a sense of community through reading with an adult, and focusing on reading for pleasure. Overall, more evidence is needed to understand the role of the mentoring relationship and its influence on pupils’ attitudes about reading, including the reading enjoyment, and/or reading confidence.

",1753357470410,{"_14":1384,"_16":208,"_17":7,"_310":1385,"_266":388,"_27":1386},"b1RZ8a1456glG-qyIYd5l","

This causal pathway hypothesises that by attending the Summer School and Revision sessions delivered at the University campus, pupils improve their knowledge and awareness of campus life and of future educational pathways such as HE, as they get to work alongside Student Ambassadors and experience campus life first hand. In turn, this is expected to lead to an increased sense of belonging in a HE environment and increased likelihood to progress to HE. This pathway is supported by existing evidence that suggests that employing Student Ambassadors to provide information, guidance, and support to school pupils is effective and positive (see TASO’s Rapid Evidence Review).

Some studies on programmes that involved campus visits also showed that these activities were positively associated with pupils’ knowledge of most aspects of HE and student life and progression. Evidence on the effect of campus visits on learners’ intention towards HE is still mixed, but further evidence of a positive impact is emerging, therefore further research is still needed to assess whether this causal pathway holds true.

",1753357684628,{"_14":1388,"_16":208,"_17":7,"_310":1389,"_266":388,"_27":1390},"QD_RY7GpPKenLhR51Veou","

",1753357701036,{"_14":1392,"_16":218,"_17":7,"_310":1393,"_266":7,"_27":1394},"jaH1vt6Z2XN7s1SNuIA0V","

TASO (2022) Summer schools in the time of COVID-19: Interim findings on the impact on widening participation.

",1753357748929,{"_14":1396,"_16":218,"_17":7,"_310":1397,"_266":7,"_27":1398},"rqEfeo6nkmy11i-oD106D","

Ruble, L.A. et al. (2018) “Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder,” Journal of Autism and Developmental Disorders, 48(10), pp. 3586–3595. Available at: https://doi.org/10.1007/s10803-018-3623-9.

",1753357768865,{"_14":1400,"_16":218,"_17":7,"_310":1401,"_266":7,"_27":1402},"bBj1UQji3pQD5wVGxx96n","

Office for Students (2025) Access and participation data dashboard. Available at: https://www.officeforstudents.org.uk/data-and-analysis/access-and-participation-data-dashboard/data-dashboard/ (Accessed: 18/07/25)

",1753357783838,{"_14":1404,"_16":218,"_17":7,"_310":1405,"_266":7,"_27":1406},"nuHpLPCApy2SDlDJ-6O_L","

Maheux-Pelletier, G., Marsh, H., & Frake-Mistak, M. (2019). “The benefits of writing retreats revisited.” in Simmons, N. and Singh, A. (eds) Critical Collaborative Communities. Brill, pp. 92-105.

",1753357801082,{"_14":1408,"_16":218,"_17":7,"_310":1409,"_266":7,"_27":1410},"tU4QCtvSaQFalTYMBr7kk","

Chipato C. (2022). The Awarding Gap Project: Project Pilot Report 2022. Internal University of Southampton report. Unpublished.

",1753357812527,{"_14":1412,"_16":174,"_17":7,"_310":1247,"_266":1235,"_27":1413},"ddeNJNIK4aPEJw5G2qubC",1753357862965,{"_14":1415,"_16":174,"_17":7,"_310":1251,"_266":1252,"_27":1416},"HJNuLbz6KE2b4jRqKzV9e",1753357893324,{"_14":1418,"_16":174,"_17":7,"_310":1256,"_266":1252,"_27":1419},"NBU4qGIBKzMbaETSTPFWX",1753357918820,{"_14":1421,"_16":167,"_17":7,"_310":1422,"_266":1235,"_27":1423},"SGTcK3B9iYfVaTMQ55SWX","

Observational measures
Measures of behaviours provided by a third-party, such as a teacher or researcher.

",1753702060972,{"_14":1425,"_16":174,"_17":7,"_310":1422,"_266":1235,"_27":1426},"hfP5kSb9kEB2kF_8Rghb2",1753702077219,"actionData","errors"]

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