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University of the West of Scotland

Outcome Agreement 2017/18 to 2019/20

Introduction This Outcome Agreement sets out how the University of the West of Scotland will build on our significant recent progress to help deliver the national priority areas identified by the Scottish Funding Council (SFC) for 2017/18 to 2019/20. In 2016, we refreshed our Corporate Strategy to 2020 to ensure it continues to set a clear and focused direction for the University. We undertook extensive engagement with our staff, students and other stakeholders to ensure our strategy enables us to deliver our ambitious goals in the current environment. The refreshed strategy includes updated corporate priorities and performance measures to ensure UWS remains clear about our ambitions in light of recent developments, including political and economic changes. The strategy is arranged around three core themes:

1. Student Success We will deliver personalised and transformative higher education and ensure that our students enjoy a rounded experience that includes exciting, extra-curricular activities such as sport, volunteering and citizenship. We will achieve this through investment in, and enhancement of, our teaching methods, environments and technologies to put our students and their success at the heart of everything that we do.

2. Research, Enterprise and Engagement Our international research presence and our partnership with business will inform and propel our learning provision and create an enterprise culture that will support economic growth locally and globally. Through the strengthening of our academic excellence and application of our academic expertise, we will significantly increase turnover, broaden income streams and contribute to the international development of knowledge.

3. Global Reach We will be an international university that provides a springboard for all our learners to contribute globally. We will deliver an academic portfolio that provides our students with globally relevant skills, is internationally attractive and contributes to global reach. Our strategy is based on a solid foundation that has been put in place over the last 120 years, since the University was originally founded in 1897. We are famed for being a dynamic and responsive University that delivers exceptional vocationally oriented higher education. Our Corporate Strategy sets out how we will ensure our graduates will be work-ready, have globally relevant skills and the employees of choice for businesses around the world because of their enthusiasm for learning and their ability to transfer knowledge into practice. UWS is a university that dares to be different. We are an inclusive organisation that welcomes and values diversity. We lead the way across Scotland in widening participation in higher education by some of the most under-represented sections of Scottish society and are proud of the difference we make.

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UWS is well known for its work in building partnerships with business to support the development and delivery of our programmes and placements for our students to ensure they are work-ready on graduation. We are investing in our learning and teaching infrastructure – including information technology where we are currently implementing a £12 million investment programme to make UWS one of the most IT-enabled universities in the UK. We are also investing in our campuses to create modern and contemporary learning environments, where traditional classrooms are replaced with more flexible facilities that promote group working, collaborative knowledge development, and learner engagement. Our technical resources for specialist programmes in disciplines such as the Creative Industries are second to none, and we are delighted that STV has chosen UWS to be its partner in bidding for the licence to operate local television programming in Ayr. UWS is a university that is going places. We are building on a solid foundation and we have much to be proud of. Whilst we continue to place significant importance on investment in our learning environments, our success is driven by the people that make up this great university. We also know that we face a number of challenges. But we are determined to address these challenges through investment in people and infrastructure, robust performance management and ensuring our academic offer is continuously refreshed. We have a range of enabling plans across the university that support our Corporate Strategy and these plans will help us to address the challenges we face. We are here for our students and it is their success that is at the centre of our Corporate Strategy – Dreaming, Believing, Achieving. SFC key priorities

SFC’s strategic plan priorities are:1

· Widening access

· High quality learning and teaching

· World-leading research

· Greater innovation in the economy

· High-performing institutions. UWS’ refreshed Corporate Strategy continues to sit well with these national priorities, and in a number of priorities UWS is already a sector leader. UWS has mapped the Corporate Strategy KPIs and other performance measures against SFC’s priorities to help ensure a common direction of travel. UWS’ indicative targets against SFC’s strategic plan priorities are set out in Appendix A.

1SFC Guidance for the development of University Outcome Agreements: 2017-18 to 2019-20

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Priority 1: Widening access – learning that is accessible and diverse, attracting and providing more equal opportunities for people of all ages and from all communities and backgrounds Widening Access and Retention Funding UWS acknowledges the SFC’s Widening Access and Retention Funding which allows the institution to implement a range of initiatives aimed at continuing its strong performance in widening access and participation.2 These initiatives include:

· Investing in the role of Programme Leaders (as part of a wider Student Attainment Project) and other support staff

· Providing support for care leavers

· Developing partnerships with local colleges (UWS has two full-time College Engagement Advisers who have a key role in promoting and supporting articulation by Further Education students to the University)

· Widening the approach to contextualised admissions

· Transition programmes to support school pupils’ move to university. UWS has also implemented a range of initiatives to improve retention rates with help from this funding. These and other initiatives are discussed in more detail in Priorities 1 and 2 of this Outcome Agreement. Widening Access and Participation UWS is widely recognised as one of Scotland’s leading institutions in widening participation in higher education. In 2015/16, 27.6 per cent of Scottish-domiciled undergraduate entrants at UWS (1,323 students) were from the 20 per cent most deprived postcodes, and 49.1 per cent (2,356 students) were from the 40 per cent most deprived postcodes. We aim to maintain this level of access over the period covered by this Outcome Agreement. In 2015/16, over a fifth (20.9 per cent) of young, full-time Scottish-domiciled undergraduate entrants to UWS came from SIMD20 areas, which was more than double the Scottish average (10.4 per cent). UWS also had the highest proportion of Scottish-domiciled undergraduate entrants to UWS from SIMD40 areas (40.0 per cent) by a considerable margin, with the next highest institution Glasgow Caledonian (34.2 per cent).3

2Previously called Regional Coherence Funding. 3http://www.sfc.ac.uk/PublicationsStatistics/statistics/higher_education_statistics/HE_performance_indicators/Participation_indicator_for_Scottish_HEIs.aspx

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Scottish HEIs with the highest percentage of young Scottish-domiciled entrants to full-time undergraduate from SIMD20 (2015/16)4

Institution From 20% most deprived areas

UWS 20.9% Glasgow Caledonian 17.0% Glasgow School of Art 13.5% Dundee 13.0% Abertay Dundee 11.7% Strathclyde 11.5% Stirling 10.4% Royal Conservatoire 10.3%

Average for Scotland 10.4%

Our regional footprint means we not only address SIMD 20/40 challenges, but are also able to tackle rural challenges – particularly in Ayrshire and in Dumfries and Galloway. We also have a strong track record in providing higher education to students from care backgrounds, and in articulating students from college to degree-level courses. In 2014/15, 57.0 per cent of Scottish-domiciled learners articulated from college to degree level courses at UWS with advanced standing compared with the national average of 47.6 per cent.5 Over the period of this Outcome Agreement, UWS is committed to continued strong performance in improving access for those from the widest possible range of backgrounds. We already deliver far greater than the national average in this important area and our aim is to maintain that position. Around 11 per cent of UWS’ total current student population (eligible for SFC fees) are fees-only. This is slightly higher than the average across the Scottish HE sector (around 8-9 per cent). While the recruitment of fees-only students brings flexibility, and supports widening access and articulation by FE learners, the university only receives around £1,800 per student (around one quarter of the usual income of £7,000). This results in a notional income deficit of several million pounds each year. Given the SFC’s recent funding announcement, UWS continues to consider the implications (including financial) of reviewing its percentage of fees-only students and is keen to discuss future funding arrangements. UWS continually monitors and annually reviews its admissions procedures to ensure we are responsive and applicant-focussed, and compliant with relevant legislation and best practice in admissions. The University updated its Admissions Policy in June 2015 to include a contextual admissions statement which reflects the admissions data. Following discussions with Supporting Professionalism in Admissions (SPA), UWS is confident that existing provision embeds this provision and ensures that appropriate data are used. · Scottish Wider Access Programme (SWAP West) UWS has the largest proportion of Scottish Wider Access Programme (SWAP) West students progressing into its Degree provision – the majority of students progressing into the

4http://www.sfc.ac.uk/PublicationsStatistics/statistics/higher_education_statistics/HE_performance_indicators/Participation_indicator_for_Scottish_HEIs.aspx 5 http://www.sfc.ac.uk/web/FILES/Funding_Outcome_Agreements_2016-17/University_Outcome_Agreements_Summary_2015-16.pdf

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School of Health, Nursing and Midwifery. SWAP students receive pre-entry support to university through Information talks on campus, Study Skills Days and guidance sessions both on and off campus. UWS works in partnership with colleagues at SWAP West to support and prepare students to make the transition from the programme to higher education. UWS offers a wide range of progression routes from the SWAP West Access to Humanities, Access to Life Science, Access to STEMs and also Access to Specialised Programmes such as Primary Education, Nursing and Physics. UWS provides ongoing support for these students and monitors their progression to ensure it provides appropriate support when needed. UWS is involved in the governance of SWAP West as the University’s Head of Student Recruitment, Admissions and Participation is on the Executive Group. UWS academic staff participate in subject-related committees and the Senior Widening Participation Development Officer is a member of the Access Co-ordinator’s Group. Engagement with Local Schools Since 2015/16, UWS has significantly expanded its engagement with schools. This is based on a philosophy of providing interventions at each stage of the educational journey with the aim of encouraging aspiration and developing skills and creativity. This will ensure all pupils have an equal chance of accessing higher education or other educational and employment routes at the appropriate point. This engagement both future-proofs our recruitment and allows us to play a key role in our communities as an enabler of student success, focussed particularly on low-participation areas and hard-to-reach groups in collaboration with our local authority partners. As a university with direct reach into nine local authority areas (excluding Glasgow), UWS is uniquely placed to provide inputs to around a third of the school-age population of Scotland. Our engagement framework in this area is at an early stage but already the potential of UWS as a key partner for schools is becoming apparent. The examples below give a sense of our direction of travel in this area. In addition to these specific projects, all UWS academic Schools engage in partnership with local schools and deliver opportunities for school pupils to visit our campuses and sample different subject areas and activities as part of their public engagement activity. The focus of this in the past year has been primarily on STEM subjects. UWS’ current approach to widening participation involves a broad range of engagement activities with schools and colleges, including:

- The Schools for Higher Education Programme (SHEP)

- Access to a Career in Teaching (ACT) Project

- Scottish Wider Access Programme (SWAP West)

- Ayrshire Chamber of Commerce Schools Event

- Pupils Exhibiting Potential (PEP)

- UWS Children’s University · Schools for Higher Education Programme (SHEP) As part of the national Schools for Higher Education Programme (SHEP)6, UWS works with schools with low progression rates to higher education through the SFC-funded FOCUS West7 ‘Routes for All’ initiative. All activities delivered in this programme aim to raise 6www.sfc.ac.uk/access/SchoolsforHigherEducationProgramme 7www.focuswest.org.uk

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aspirations of pupils in the SFC/FOCUS West selected schools. A team of approximately 50 fully trained Student Mentors is integral in the delivery of this programme, which aims to give S5 and S6 pupils the necessary tools to progress to higher education. FOCUS West is a joint collaboration between the six Higher Education Institutions (HEIs) and partner colleges. Routes for All has been delivered since 2008/9 and is developed and coordinated by UWS and Glasgow Caledonian University. Routes for All is available to all 37 Focus West Secondary Schools across a number of local authorities in the West of Scotland. UWS delivers to 20 schools and Glasgow Caledonian University delivers to the other 17 schools. In 2015/16, Routes for All worked with 849 pupils in 20 schools, and since 2010 has worked with almost 4,000 pupils in total. Routes for All aims to raise pupils’ awareness and understanding of higher education and to support the work carried out by schools and Skills Development Scotland. The programme is tailored to support pupils who are considering applying for higher education courses. It has been developed to give pupils the necessary tools to succeed in their journey towards post-school education, preparing them to make the transition from school to College and then University. In 2015/16, 2.7 per cent of Scottish-domiciled undergraduate entrants to UWS (129 students in total) came from SHEP schools, compared to 2.4 per cent (92 students in total) the previous year.

Routes for All has recently been reviewed and amended in response to feedback from pupils and teachers and to deliver a more dynamic and higher impact programme in response to the Commission on Widening Access report. In addition to being delivered in schools, the revised programme also brings pupils onto both University and College campuses. It is a two-year programme targeted at S5 and S6 pupils hoping to achieve 1-3 Highers by the end of S6 and who are considering going to college to complete an HNC/HND and are likely to articulate onto University. The in-school sessions often take place during Personal, Social, Health and Economic (PSHE) education and are delivered by UWS staff and facilitated by student mentors. The pupils visit a College campus in S5 and a University campus in S6 where they have a direct input from the College Engagement Advisers and learn about articulation options and develop interview skills. The programme is continually strengthening its relationship with key college partners and agreements are being developed for Routes for All pupils to receive guaranteed interviews and early applications in some instances. UWS also host visits from pupils on FOCUS West S3 Campus Days. Pupils from FOCUS West schools take part in a series of group activities which are led by current students who are studying at UWS and other partner universities. These pupils get the chance to meet pupils from other schools, find out about the various routes to university and learn how to take notes at a lecture. · Access to a Career in Teaching (ACT) The Access to a Career in Teaching Project (ACT) is now in its third phase, building on the successful Access to Primary Education (APE 1999-2014) Project. The ACT Project supports pupils who would like to become Primary or Secondary School teachers and encourages them to return to teach in their own communities. Pupils from secondary schools across the Glasgow area are selected from applicants who meet the entry criteria and who can demonstrate their commitment to the teaching profession; 74 pupils were selected for 2016-17. This is a collaborative project funded by Glasgow City Council working in partnership with the University of Glasgow and the University of Strathclyde. The Project includes a series of organised events which incorporate study skills such as note-taking in lectures and essay writing techniques. It also includes a placement in a local school and supports pupils in their fifth year at secondary school through to submitting their UCAS

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application in sixth year. The Project dovetails with the FOCUS West Top-Up Programme as each pupil progresses on to this Programme in S6.

· Ayrshire Chamber of Commerce Schools Events Since 2012 we have been working in collaboration with the Ayrshire Chamber of Commerce and more recently to promote the Developing the Young Workforce agenda to encourage Ayrshire pupils to consider Higher Education. UWS has welcomed over 300 pupils over 4 events and hosts a one day taster event for S4/5 pupils from Ayrshire at the Ayr Campus. In June 2016, 139 pupils from 14 Ayrshire Schools attended the event at which the University delivered a range of workshops on education, science, aircraft engineering, politics, nursing, and marketing. We also gave pupils an insight into radio broadcasting in the university’s new state-of-the-art Ayr Campus radio facilities. These events provide pupils with first-hand experience of a subject area that they are interested in pursuing as a career, as well as providing an insight into university life. They also include an information session on the university’s admission process for school teaching staff as well as providing an opportunity for them to find out more about the university and tour the new campus. · Pupils Exhibiting Potential (PEP) We developed the PEP project in partnership with Renfrewshire Council as part of their Tackling Poverty initiative. The project targets S2 pupils who have shown potential but have poor engagement with school and provides access to ‘taster’ sessions taught by graduate students followed by further project work in a chosen subject area. The project was evaluated by surveying pupils before, during and after the activity and with follow-up sessions later in the year. The first running of the project in Spring 2016 involved 84 pupils from 11 schools. A detailed evaluation is available. The post-evaluation indicated that the number of participating pupils who would consider applying to higher education had increased from 57 per cent pre-event to 74 per cent post-event. The intervention is now being offered to other partner local authorities and is likely to run again in Renfrewshire in 2017. The strength of the project lies in its joint development with Renfrewshire Council colleagues and its targeting on specific needs as identified through the Council’s Tackling Poverty Programme, part of the Community Planning Partnership in which UWS participates. · UWS Children’s University In 2016 UWS partnered with Children’s University Scotland to deliver UWS Children’s University across all four of our Scottish campuses. UWS Children’s University aims to develop aspiration, creativity and engagement with learning and celebrate achievement in children aged 5-14. It is based on providing and supporting opportunities for extra-curricular learning in partnership with schools and other educational providers. While other Scottish universities already partner with Children’s University, the UWS project is different both in scale and ambition. The initial roll-out during 2016/17 is to 35 schools across South Lanarkshire, North Ayrshire, Renfrewshire and Dumfries and Galloway, and this number is likely to double in 2017/18 as more local authorities come on board. This means that the reach of the programme will rapidly exceed 2,000 children and their parents. In addition to supporting schools and third-party educational providers to deliver content for UWS Children’s University programmes, we are developing our own bespoke content which will focus on delivery by students linked to their courses or to volunteering opportunities for our STEM Ambassadors. We are using our mobile campus facility to take provision directly

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to the schools, including partnering with BBC Scotland to deliver the Build It Scotland project to our partner schools. We see the UWS Children’s University as central to the development of our relationship with primary schools and S1/S2 pupils in secondary schools. We will pursue it as the basis for long-term links to support the promotion of higher education to pupils at an early age, encourage participation and address hard-to-reach groups in support of closing the attainment gap. Articulation UWS continues to be the lead university in Scotland for articulating students from other institutions. The university has established formal partnership agreements with eight local partner colleges, and students from up to ten additional colleges articulate into our courses each year at either Level 8 or Level 9. In 2015/16, 1,238 students (61.7 per cent) articulated into UWS courses with advanced standing. In 2014/15, UWS articulated over a quarter of the total articulation with advanced standing numbers for the whole of Scotland.8 UWS has committed to articulate at least 1,200 Scottish domiciled students from colleges with advanced standing in 2017/18. To date, around 1,900 students have progressed from college to UWS in 2016/17. Of these, around 1,140 have articulated with advanced standing. The 200 additional funded places have been delivered and the shortfall is therefore in the standard articulation places. Student numbers on certain courses in Colleges have reduced and so the potential pool of applicants from which all universities have been trying to recruit additional students has also been reduced. The University has made considerable efforts to ensure the transition of students from the Colleges and some specific issues have been experienced in meeting entry standards for particular courses. These areas have been adjusted for 2017/18 and additional agreements have been put in place to use the ‘academy’ model in some areas to ensure progression at an appropriate skill level. With the end of specific funding for articulation hubs, we have embedded and made permanent our two College Engagement Partner posts, to ensure that we continue to provide high-quality support and guidance for transition and maintain our strong relationships with College partners. This represents a significant investment in supporting articulation and ensuring that expertise in this area continues to be at the core of our provision. · Maximising progression Articulating students have been and will remain central to UWS provision. UWS maintains a range of courses that focus on entry at Level 9 and are aimed specifically at articulating students and deliver some of our degrees on a franchise basis within Colleges in order to maximise progression from College to University. This activity is currently being expanded with new franchise arrangements at Dumfries and Galloway College, Ayrshire College and New College Lanarkshire being planned for 2017/18. Our formal College Partnership Agreements feature agreed learner pathways reviewed on an annual basis. In addition, we have introduced formal articulation agreements for specific 8http://www.sfc.ac.uk/web/FILES/Funding_Outcome_Agreements_2016-17/University_Outcome_Agreements_Summary_2015-16.pdf UWS had 1,076 students with advanced standing out of a total of 3,999 in Scotland for 2014/15.

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areas to ensure progression for particular subjects. These include social work and computing pathways from Dumfries and Galloway College and our innovative Performance Academy approach which provides an agreed pathway for students from Ayrshire College, Glasgow Kelvin College and Fife College into performance and technical theatre courses delivered through our unique Learning Theatre partnership with Ayr Gaiety Theatre. Our College Engagement Partners actively seek new articulation routes to ensure that opportunities for progression are maximised. In 2015/16 this included the development of an innovative progression route from the HND in Complimentary Therapy at New College Lanarkshire into our BSc Professional Health Studies. In 2016/17 we reintroduced our separate ‘College to Uni’ prospectus, providing detailed information on articulation routes for each individual College, ensuring that College students have all the information they need to make informed choices. We have also obtained support from our College partners for enhanced promotion of articulation routes through on-campus publicity as well as maintaining the support activities detailed below. Maximising progression from College to University remains at the core of our delivery, and the baseline commitment to 1,000 places per year is more than achievable in the current climate. · Additional funded places UWS receives 200 additional funded places each year, the largest allocation to any university in Scotland. These places allow the university to increase our widening access activities and to articulate more students than would otherwise be the case. We distribute the places among our partner colleges, and allocate them to courses where traditionally there has been significant articulation activity. UWS takes care to ensure that students identified for additional funded places are treated similarly to other students, and that all students in our partner colleges are aware and able to take advantage of the learner pathways into UWS courses. SFC will continue to fund additional articulation places in 2017/18 which will help UWS to achieve its target to recruit at least 1,200 articulating students in that year. If the funding is subsequently discontinued, the University will consider the feasibility of continuing to offer an additional 200 places (without funding) to College students and discuss with SFC in the context of our overall student numbers. · Associate Student Scheme The UWS Associate Student Scheme is offered to all students studying on a course that is part of a UWS learner pathway to sign up. We have not linked it to the additional funded places and will continue to offer it beyond the end of that scheme. In 2015/16, over 1,000 students signed up to the scheme, and in 2016/17 this figure is expected to increase further. The Associate Student Scheme allows students to access a range of UWS facilities, including the university library, sporting facilities, student unions, and the computer network and virtual learning environment. Students also have access to information and guidance on moving on to a degree programme at UWS, and receive academic support to help smooth the transition from HN to degree-level study. This may take the form of in-college workshops with UWS staff or visits to a UWS campus.

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· Transition Support UWS builds relationships with colleges to allow them to promote articulation routes to higher education in their recruitment. This allows students to begin planning their learner journey from entry to college. UWS College Engagement Partners offer an induction module to students on courses that are part of the UWS learner pathways. This includes an initial visit to first year HNC/D students. We promote the opportunity to progress to UWS on successful completion of their HND as well as giving them access to the Associate Student scheme to help them make an informed decision. For HND groups, the College Engagement Partners provide advice and information on specific subjects, funding and decision-making processes. They also hold workshops on UCAS information and generic study skills, and offer subject-specific support in line with what the colleges feel is most beneficial for their groups. This is offered to the whole cohort to avoid disadvantaging any student and to maximise the potential for students to articulate onto our courses. Once at UWS, Student Enhancement Development Officers continue to support direct entry students to smooth their transition to the degree course. Ongoing support is then provided to assist students completing to Honours in line with the university’s strategic objective that an Honours qualification should be the norm for all our students. · Subject-specific support UWS’ College Engagement Partners have introduced Subject Liaison Groups over the past year and these continue to expand. These groups bring together academic staff from all our Partner Colleges and the University together with the Student Voice and support staff to share information about course content, entry requirements and future developments in support of greater collaboration between the institutions and the delivery of the College partnership agreements. These groups have been successful and generated positive feedback. They will be extended over the coming years to cover all the main subject areas. The University has for many years delivered the ‘Next Steps at University’ bridging module across a wide range of subject areas and formats including in-college delivery, summer school delivery and on-campus delivery. This module is contextualised for different subject areas and is a requirement where a college course does not meet the full amount of credit for direct entry to a university course. In that context the Next Steps module ensures that no college student misses the opportunity to progress on their learner pathway as a result of a shortfall in credit, maintaining the UWS commitment to maximising opportunities for progression. Institutional Support at UWS

· Support for Care Leavers UWS continues to develop and implement care leaver activity and support and has increased the number of care leavers enrolled in the Institution. There has been a steady increase in applications, offers and enrolments since 2008.

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2016/17 figures may increase in Trimesters 2 and 3 UWS has a comprehensive package of support in place for care leavers from pre-entry until two years after graduation. UWS continues to work closely in partnership with the Centre for Excellence for Looked After Children in Scotland (CELCIS) and other universities and colleges through the West of Scotland Care Leavers Forum. The Forum came together with colleagues from the East Forum in June 2016 for a seminar on Corporate Parenting Reporting, and meets at least once a year working towards a common national framework to share good practice and address the barriers to learning that Care Leavers encounter in Scotland. UWS identifies most Care Leavers at the application stage, at which point the University contacts them to discuss what transition support we can provide. UWS has established procedures in place with local schools, Activity 16+ Co-ordinators, relevant colleagues within local authorities and the Scottish Throughcare and Aftercare Forum to provide support so that pupils who are considering going to university can receive information, advice and guidance to make informed choices regarding their education. A meeting with the young person and their teacher or Throughcare Support Worker is encouraged to ascertain the level of pre-entry support needed and to provide an opportunity for them to meet with the Senior Widening Participation Development Officer and any other relevant colleagues from services within the university in order to make a successful transition from school, college or the community. Contact with the Senior Widening Participation Development Officer is ongoing throughout their studies to ensure that support can be provided quickly if there are any indications that the student is having problems. The Senior Widening Participation Development Officer works in partnership internally with colleagues from the Funding and Advice Team, Disability Support Services, Accommodation, Counselling Services, Careers Service and Academics, Education Guidance Advisors and Student Enhancement Developers within the University to provide pre-entry and ongoing support for Care Leavers and externally with Throughcare and Aftercare Workers to provide appropriate support. UWS’ Senior Widening Participation Development Officer was part of the Steering Group for the Who Cares? Trust’s new website (‘Propel’) which replaced the HE Handbook and provides information on all aspects of going to HE for Care Leavers.9 UWS also works closely with Who Cares? Scotland to provide support for Care Leavers and created the 9 www.propel.org.uk

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UWS' Applications and Enrolments: Care Leavers

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Care’s Got Talent show for National Care Leavers Week in October 2016. This successful talent show brought Care Leavers from the Isle of Lewis, Dundee, Fife, Glasgow and Renfrewshire and was attended by staff from UWS, Renfrewshire Council and families and friends of the young people. We also work with the Scottish Throughcare and Aftercare Forum and provide information, guidance and advice to members of these organisations to promote the support available to care experienced young people thinking of going to university. UWS also advises and provides case studies to Supporting Professionalism in Admissions (SPA) highlighting good practice in supporting Care Leavers with the admissions process in Higher Education. UWS is a committed ‘Corporate Parent’ and continues to work with local authorities to help create and contribute to their action plans to support Care Leavers. We are also working with Who Cares? Scotland who are currently providing updated Corporate Parenting Reporting training for staff in order to provide guidance for the UWS Corporate Parenting Report. The University is committed to working with our Community Planning partners as a Corporate Parent to help them provide support and help to increase the number of Care Leavers going to university. · MCR Pathways Along with the University of Glasgow, the University of Strathclyde and Glasgow Caledonian University, the Royal Conservatoire for Scotland and Glasgow School of Art, UWS works in partnership with the MCR Foundation providing an extended programme of provision, including intergenerational mentoring, residential summer programmes and access to a wide variety of widening access initiatives, designed to improve the educational outcomes and rates of progression to Higher Education for Looked after Young People and Care Leavers. This programme has been to 15 secondary schools in the Glasgow area. Information on the support available for Care Leavers in Higher Education is provided through a leaflet funded by Focus West and disseminated by the Senior Widening Participation Development Officer to Local Authorities, Scottish Throughcare and Aftercare Forum and other relevant organisations. By working with our College Engagement Advisors, we also support articulating students who are care experienced with their transition from college to Higher Education. · Support for Carers and Young Carers It is estimated that around 788,000 individuals are caring for a relative, friend or neighbour in Scotland. This includes around 44,000 people under the age of 18. The definition of a young carer is “a child or young person aged under 18 who has a significant role in looking after someone else who is experiencing illness or disability” that would normally be expected of an adult. For Young Carers, this makes them more at risk of not having a successful transition and/or a positive destination on leaving school.

At UWS, we are developing our support for Carers and Young Carers thinking about coming to university from local authority areas around our campuses through working in partnership with Carer’s Centres; the Young Carers Trust; Unity Enterprise and other relevant organisations to identify Carers and Young Carers so that we can provide information, guidance and support. We offer pre-entry support to help with the transition to university-level study and also provide ongoing support through the Widening Participation Coordinator and relevant colleagues in Student Services to help students who are Carers have a positive experience at UWS.10

10 Further information is available at www.uws.ac.uk/carers

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· Support for Estranged Students UWS has recently engaged with the Stand Alone initiative which supports those students who have lost contact with their families. Support for this group is being developed and implemented and will be available following a similar framework to that of Care leavers. The Senior Widening Participation Development Officer is working in partnership with the SAUWS Caseworkers to target this group. Student Gender Balance In 2015/16, 66.2 per cent of Scottish domiciled undergraduate entrants were female, and 33.7 per cent were male. Projected figures for 2016/17 suggest this imbalance is reducing, with 62.7 per cent of entrants being female and 37.2 per cent being male. UWS teaches in many of the subject areas that demonstrate an uneven gender participation rate across Scotland, such as nursing and engineering and in each of the identified subject areas our student populations largely reflect patterns in wider society. UWS held the Smart STEM 2016 event for female pupils from Renfrewshire in June 2016. The event was co-ordinated by the School of Engineering and Computing who welcomed 133 female pupils from 19 schools (primary and secondary). Pupils participated in a wide range of workshops led by both UWS and external companies and organisations, such as Atkins Global, Fujitsu, Hewlett Packard, the Navy and RAF. The School of Health, Nursing and Midwifery works closely with national organisations, such as the Royal College of Midwives, NHS Education for Scotland and the Chief Nursing Officer Directorate at the Scottish Government, to maximise the role of males in nursing and particularly midwifery. All UWS’ marketing material features males prominently, and male staff and students are encouraged to attend recruitment events. For the 2017 Ayrshire Chamber schools event, the School of Engineering and Computing is working with UWS colleagues to deliver two workshops – Engineering Management and Engineering and Physics – to raise awareness of these subjects among female pupils. · Equality Outcomes In order to meet the Equality Outcome of ensuring a culture that is free from discrimination, bullying, harassment and hate crime, and where people feel confident about being part of the UWS community there have been a number of marketing initiatives to encourage applications from under-represented groups. For example, since 2014 student ambassadors have been used as role models to address gender stereotyping in Engineering, Computing, Science, Sport and Health, Nursing and Midwifery when visiting primary and secondary schools and current student images are used in prospectuses to address gender stereotyping. The School of Engineering and Computing has also worked closely with Corporate Marketing and produced several video testimonies from women studying engineering and physics. These were used to promote the Athena SWAN website on International Women’s day and are linked to a Social Media campaign to mainstream Equality and Diversity issues and promote role models for women in Engineering and Computing. UWS has provided opportunities for staff and students to increase their knowledge and awareness of Equality Diversity and Human Rights unconscious bias workshops have been

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introduced for staff and student representatives. In March 2015, UWS held its first student-led transgender workshop.

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Priority 2: High quality learning and teaching – an outstanding system of learning that is accessible and diverse where students progress successfully with the ability, ideas and ambition to make a difference Retention The percentage of Scottish-domiciled full-time first year undergraduate UWS students returning to study in year two has increased in recent years from 85.6 per cent in 2013/14 to 87.4 per cent in 2015/16. However, UWS’ retention rate remains below the national average. In 2014/15, the national average was 90.5 per cent.11 The university aims to increase its retention rate of full-time first year Scottish-domiciled undergraduate entrants to reach the national average by 2019/20. While retention rate at UWS are improving, the University recognises the need to make further progress in this area, and in 2016 we took major steps to improve support for students. Several support departments, including Registry, Admissions and Recruitment, Library, Student Services and Sport were brought together under a single ‘Student Life’ grouping under a newly-created Director post. This new grouping aims to deliver a seamless, efficient and effective student support service across all UWS’ campuses. A major project aimed at improving retention, coordinated by the Student Life team, is currently under way at UWS. It includes the following initiatives:

· MyJourney has been introduced at UWS to allow students to actively support their own learning engagement and identify early those students who may need some intervention to support their academic progress. The self-evaluation tool launched in term 1 of 2016/17 and will break down perceptions about engagement using facts, and facilitate meaningful discussions between personal tutors and their tutees.

· A Personal Tutor Toolkit is currently being developed at UWS to provide support for personal tutors and will include a training programme, seminar series, support crib sheet and suggested agendas for meetings throughout the academic year.

· UWS is planning to pilot exit and “keeping in touch” interviews for those students considering withdrawing or have already withdrawn to help identify why students leave.

· A further project is to set up a pre-entry Moodle site to give students a better understanding of their programme before they start, as well as have an understanding of their own learning style.

· UWS is working to develop a timetable which includes both contact time and independent study time. This would be for the first term or first year of study and will aim to help integrate students into university academic culture, ensuring they clearly understand how much time they should be spending on their studies in order to have a successful academic journey. This is particularly helpful for first generation university students.

· Student Life recently reviewed the university’s Student Pregnancy and Maternity Policy and has consulted on the support for student parents with stakeholders and committees. UWS has the largest proportion of students who are parents in Scotland (22 per cent), according to Bairn Necessities, a report commissioned by NUS Scotland. The updated policy provides all student parents at UWS with clear

11 http://www.sfc.ac.uk/web/FILES/Funding_Outcome_Agreements_2016-17/University_Outcome_Agreements_Summary_2015-16.pdf

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information on how the University will support them in their studies. While the university does provide a range of information and support for parents, it is aware that this information needs to be made more easily available on the UWS website. UWS is also developing ways to welcome children to the library.

As part of the wider student support offered to students, UWS launched The Hub in September 2016 to enhance the student experience at the University. The Hub area provides a vibrant space for students, and includes self-help resources, a service desk and both learning and social spaces, including The Hub Café and pop-up spaces for events and campaigns. The Hub is the central information point for students at the University, bringing together a range of student-facing facilities. For example, the Disability Service offers lecture capture (where lectures are recorded, usually the slide show plus audio) and assistive software is provided on all campus PCs with packages for mind-mapping, read-aloud and enhanced spelling and grammar checking. Students at UWS can access the Counselling Service at every Scottish campus, and choose between a wellbeing appointment, counselling appointment or drop-in session. The Hub also offers financial advice to students on statutory student support, such as student loans, grants or bursaries, in addition to a range of Discretionary and Childcare Funds. Recognising the importance of providing support to our students outwith core trimester dates, UWS offers pastoral and academic support over the summer months and across other student vacation periods. STEM Provision In 2015/16, over a fifth (22.1 per cent) of Scotland-domiciled undergraduate entrants to UWS were to STEM subjects. The School of Engineering and Computing has added seven postgraduate programmes to its portfolio in 2015/16 to continue to build a market-attractive and relevant portfolio that is aligned to the Scottish Government agenda. These include Masters programmes in Information and Network Security, and Advanced Computing offering Big Data and Internet of Things (IoT) streams. The MSc in Advanced Computing has also attracted DataLab scholarships. The MSc in Information and Network Security is a clear response to the Scottish Cyber Resilience Strategy (published November 2015), aligning to the Scottish Government's priority to place Scotland as a world leader in cyber resilience. The School is also looking to validate a BSc in Cyber Security in 2016/17 with a focus on graduate apprenticeships. The Civil, Mechanical and Chemical Engineering programmes, along with Engineering Management programmes, now provide pathways for undergraduate students to progress their studies at UWS. The MSc in Civil Engineering attracts sponsored places through Construction Scotland Innovation Centre (CSIC). Dissertation topics will, wherever possible, be provided by industrial partners to engage students with work-based problem solving. Site visits will also enhance student employability and give them exposure to local industry and an understanding of the economy. The research experience of, for example, the Civil Engineering teaching team has been developed in recent years through partnerships and knowledge exchange with local companies as well as international partners. Civil Engineering also formed part of a successful REF2014 General Engineering return with 60 per cent of the research impact classed as internationally excellent or world leading thus providing a rich learning environment with a synergy between education and research so that graduates are career-ready to contribute to the economy. The Civil Engineering team

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has a proven record with the international market (e.g. through international grants, FP7, Horizon 2020 and Erasmus), and have tailored their learning, teaching and assessment strategies accordingly. Health and Social Care Provision The School of Health, Nursing and Midwifery reflects and responds to the changing environment within health and social care, particularly following the introduction of the Public Bodies (Joint Working) (Scotland) Bill (2013), and recognises the challenges of changing demographics and integration of services. The shift in services, both from a national and international perspective, is moving towards prevention, person-centeredness, enablement and empowerment of individuals and support at home, valuing the role that all members of staff play in the implementation and delivery of better integrated services. The School of Health, Nursing and Midwifery aims to develop the skills that may be required within the changing landscape of health and social care, enabling them to support the most vulnerable in society through the delivery of person-centred, evidence based practice which can make a difference to the communities they serve. Careers and Employability An increasing proportion of UWS students are entering positive graduate destinations. The most recent HESA data for 2014/15 show that 95.1 per cent of Scottish-domiciled graduates (1,449 students) entered positive destinations. This was an increase of 1.9 percentage points compared to last year and was close to the Scottish average (95.2 per cent). The number entering professional employment has increased by 4.4 percentage points compared to last year, as Destination of Leavers from Higher Education (DLHE) data for 2015 leavers indicated that 60.2 per cent of Scottish-domiciled graduates (966 students) were in a professional employment destination. UWS is committed to ensuring our graduates are highly employable and able to make a difference locally and globally. Employers are invited to engage within the curriculum through a range of activities including guest speakers, Industrial Advisory Boards, work-based learning activity and employability events. All programmes are subject to validation procedures and subject health reviews that must include comment and revision from industry, outlining that the curriculum meets the expectations and delivers skills that are attractive to business. As well as individual employers, national agendas are considered through proactive partnership with bodies such as Skills Development Scotland, Association of Graduate Recruiters and Scottish Enterprise. These partnerships ensure resilience of curriculum through awareness of skills gaps, priority sectors and targeted education delivery. UWS’ refreshed Corporate Strategy 2017-20 includes a KPI which aims to see 85 per cent of all graduates entering professional /managerial employment or further study by AY 2019/20. UWS aims to raise the aspirations, confidence and employability of our students, and to embed employability, graduate attributes, volunteering and citizenship across all our learning programmes. UWS Careers and Employability staff proactively engage with employers to increase student employability initiatives and share enterprise contacts within the university. The service provides advice, guidance and information to students and recent graduates. It supports and encourages students with early career planning and to promote employability throughout their studies through opportunity awareness, vocational knowledge and the development of essential graduate attributes. Careers education is both embedded within the learning

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pathways and through co-curricular approaches. These include employability initiatives which aim to increase student aspirations and support particular groups of students who may face barriers to gaining graduate-level employment. UWS Careers Advisers are linked to individual academic Schools to deliver subject-specific careers education. Advisers also provide careers information at seminars, guidance appointments and workshops across the university’s four Scottish campuses. The Careers and Employability Service publishes a weekly student newsletter with details of events, vacancies and labour market information. All students have access to the university’s online career centre which provides a range of careers information and developmental resources. The university aims to provide all learners on award-bearing programmes the opportunity to engage in assessed work-related learning, and delivers a range of campaigns and programmes to improve students’ career progression:

· The Student Success Campaign aims to raise awareness of the range of activities that successful students and graduates have engaged in while at UWS. The campaign aims to highlight the importance to current students of activities such as volunteering, part-time work, participating in student competitions and pursuing global opportunities in building confidence and achieving graduate employment.

· The Employer Mentoring Programme matches students in their final year of study with a mentor in industry to help to bridge the gap between studying and graduate employment. Mentoring has been shown to enhance the experience of non-traditional students (such as mature students, or students who are the first in their family to go to university) who often face different personal issues or barriers to employment.

· UWS Careers Advisers work in partnership with the university’s academic Schools to organise subject-specific Employability Events. These events combine employer presentations, networking and skills sessions to engage students with wider employability issues while retaining a subject-specific focus. These events are a more innovative approach to a traditional “job fair” and allow an opportunity to enhance the professional and business acumen of our students and increase confidence in networking.

· Careers and Employability Service staff have implemented a pilot Employability Award aimed at improving graduate employability through articulation of graduate attributes to employers. The award develops and builds on existing skills in career planning, personal reflection, digital professionalism and vocational experience.

· Careers and Employability staff liaise with professional services colleagues to produce bespoke resources for students, including information for targeted groups on topics such as disclosing disability and international opportunities.

· Careers and Employability staff liaise with Scottish Institute for Enterprise and facilitate the University Partnership with the Saltire Foundation to promote links between employability and entrepreneurship.

The University’s academic Schools offer a range of initiatives to help UWS students reach a professional destination within six months of graduating. For example, a cross-campus careers fair is delivered within Health, Nursing and Midwifery; cross-campus delivery of Aspiring Futures was delivered by the School of Business and Enterprise and Careers and Employability staff; employer focussed employability events in the School of Engineering and Computing and embedded employer input/events within the School of Media, Culture and Society programmes.

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Strategic monitoring of data and promotion of staff access to graduate destination results ensures specific cohorts can be targeted for tailored, embedded employability input. Aspiring Futures reflects academic Schools and the Careers and Employability Services’ approach towards integrated, embedded delivery where the School of Business and Enterprise delivers a series of workshops to Level 10 students integrating career, academic and employer input. In 2016/17 the module was also delivered to students studying Integrated Health and Social Care, highlighting multi-disciplinary embedded work involving the Careers and Employability staff and Academic teams. Careers and Employability staff organise an internal annual Festival of Employability to promote and highlight the importance of employability across the institution. As well as a range of internal and external speakers, good practice of employability initiatives are shared and showcased. Building on recent success there is now a new and improved structure in place which sees the Careers Service focusing on student facing services as part of Student Development. This structure alongside other services within Student Life will strengthen visibility of student focused delivery. A close partnership will be maintained with Research, Enterprise and the newly formed Employer Engagement. These areas will work closely to enhance business collaboration and optimise careers and employability opportunities for students and graduates of UWS. Internationalisation and Languages UWS’ refreshed Corporate Strategy outlines a clear commitment to Global Engagement with plans to internationalise our student body, our staff, our culture, our research and our academic portfolio. The university recently appointed a new Vice-Principal & Pro Vice-Chancellor of Global Engagement who will have executive responsibilities for the internationalisation of the University’s activities and reputation. He will lead the development and delivery of the University’s Global Reach Plan and the development of organisational approaches that encourage global citizenship among the University’s students and staff. UWS is committed to expanding its international connections and collaborations. In light of recent political developments, this stance has been made clear by Principal Professor Craig Mahoney who issued a statement the day after the EU referendum vote saying that “we continue to support and encourage staff and students from around the world to come to and be comfortable at UWS”. Furthermore, in response to the Home Secretary’s proposals to link the quality of courses and institutions with their ability to recruit international students, the Principal emphasised the economic, social and cultural contributions made by international students and that “internationalisation is a major priority for us as is attracting overseas students”. UWS encourages students to gain an international experience. In 2015/16, 228 students participated in outgoing mobility and in 2016/17 the anticipated number is 173. The drop in numbers is due to the end of the Scottish Government’s match funding, which in 2015/16 funded 80 students. The number of students that took part in the Erasmus+ scheme is expected to rise from 86 in 2015/16 to a projected 106 in 2016/17. The School of Business and Enterprise held the Inaugural International Engagement Week in October 2016. We welcomed 23 international academic delegates from 13 different countries for a week-long visit to UWS. Each delegate was from a UWS international partner and participated in a week of academic sessions, collaboration, as well as being introduced to Scottish culture.

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The School of Education provides ‘Languages for All’ for students from all UWS Schools, UWS staff and members of the public. In Trimester 1 of 2016/17, 144 students were studying a language as an option or compulsory element of their course and a further 28 students took a language as an extra module. All staff are entitled to take a language module as part of their professional development plan, and the cost of this is covered by the university. Within our commitment to broaden language provision, we also acknowledge the National Gaelic Language Plan. Gaelic was offered through the ‘Languages for All’ programme, but unfortunately there was not enough interest and so the course did not run. Qualified interpreters for British Sign Language (BSL) are sourced through local agencies for students and UWS is keen to raise awareness of BSL throughout the university. National Student Surveys UWS’ refreshed Corporate Strategy includes a KPI to achieve 95 per cent of students expressing ‘overall satisfaction’ in both the National Student Survey (NSS) and Postgraduate Taught Experience Survey (PTES) by AY 2019/20. Satisfaction amongst UWS’ students has increased steadily in recent years. With an 81.6 per cent participation rate, UWS achieved an NSS overall satisfaction rate of 87.1 per cent in 2016. This was an increase of 1.3 percentage points compared with the 2015 result, and exceeded the Scottish sector average (86 per cent) and our Higher Education Statistics Agency (HESA) benchmark (85 per cent). UWS’ scores in other sections of the NSS also demonstrated high levels of satisfaction, for example UWS placed fourth in Scotland for Assessment and Feedback and fifth for Academic Support. Overall satisfaction in PTES also increased in 2016 by 3.1 percentage points to 82.5 per cent. NSS results are used by Schools and Departments to identify areas of strong performance and those that need improvement. The University holds an annual NSS conference shortly after results are published to give staff an opportunity to address areas of concern and share good practice. The 2016 conference included sessions targeting specific sections of the NSS. In addition to the KPIs to increase student satisfaction and the percentage of students entering professional employment or further study, UWS’ refreshed Corporate Strategy 2017-20 includes the following KPI relating to student success:

· Indicator - % FT first degree students projected to receive an award - Aim: 90% by AY 19/20

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Priority 3: World-leading research – world-leading universities, nationally and internationally connected with a global reputation for their research UWS is taking extensive steps to increase our research capacity, and the volume, quality and impact of our research outputs. Preparation for a future REF exercise The University is in the process of relaunching a comprehensive Research and Enterprise Framework which includes a number of initiatives to focus our effort and attention on producing high-quality research outputs. This includes the launch of a £1 million Vice Principal Research and Enterprise Fund for targeted investment, along with writing support and more internally funded studentships to increase capacity. In parallel with this investment, there has been renewed focus on 3*/4* research inputs and outputs and a more coherent, planned approach to support academic staff participating in research and enterprise activities. UWS’ research community is now supported by three expanded departments: Research Services, Enterprise and Employability Services, and the Graduate School. The University has adopted three strategically important themes – Health, Society and Sustainability – to provide a more coherent approach to the type of research facilitated within UWS. In response to the Stern Review, UWS has started to plan for the next REF, using the best information available on the likely design and focus of the assessment. The University is taking a mixed approach involving monitoring and planning units, driven by the previous Unit of Assessment structure. We are also integrating a number of cross-disciplinary and thematic forums to prepare for a potential interdisciplinary focus in the next REF exercise. Growing research income In 2015/16, UWS launched the £1 million Vice Principal Fund for Research and Enterprise Excellence, launched in 2015/16 to specifically target high-quality projects with the capacity to develop long-term critical mass. These projects will be aligned to key stakeholders’ agendas – including the research councils – and each investment will be made on the basis of an agreement to deliver agreed outcomes including a growth in external funding. The University has recently carried out a full refresh of its Corporate Strategy as it continues to seek transformational change in income generation. We have ambitious targets to increase research grants and contracts income from a projected 2016/17 figure of £5.4 million to £11.0 million by 2019/20. Developing a high-quality research environment UWS is committed to the development of both research staff and students and has introduced an ambitious training programme. The University applied for and received an HR Excellence in Research award in recognition of our commitment to the Concordat for Researcher Development. The University also plans to launch a UWS-specific version of the successful Scotland-wide Crucible programme. We have identified a cohort of around 20 Research Leaders and have designed a bespoke training programme to support their development. This programme is a longitudinal developmental support package with inputs from the Higher Education Leadership Forum and other stakeholders.

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UWS is preparing to launch a Doctoral Training Academy to prepare doctoral students for future employment. The programme will consist of mandatory and optional development opportunities and will enhance the student experience. UWS is committed to mainstreaming equality across the University. We received an Athena Swan Bronze Institutional Award in November 2015 and are currently pursuing a number of individual School Awards. In November 2016, our School of Engineering and Computing submitted an application for a Bronze Award. The University continues to deliver a successful series of ‘Inspiring Women’ lectures to encourage female academics to advance their careers. Research collaboration The strategic focus for all UWS’ Research, Enterprise and Graduate School (REG) activities will encompass the following ten strands.

1. Producing REF defined Quality Outputs (3*/4*)

2. Strategic relevance to our key themes of Health, Society and Sustainability

3. Inclusivity of early stage research, teaching and enterprise colleagues

4. Multi-discipline engagement – with disciplines as diverse as possible

5. Alignment with funding bodies’ and other stakeholders’ agendas, including SFC, Scottish Enterprise, NHS, RCUK, and the industry and business sectors

6. Creating critical mass through ambitious, large-scale and sustainable projects

7. External support levering external or match funds, including industry support.

8. Promoting longevity and sustainability with at least a 3-5 year time horizon

9. Supporting, developing or stimulating international collaboration with institutions outside the UK

10. Developing partnerships with consortia made up of universities, research institutes, companies, government agencies, stakeholders and end users.

All REG activities should actively address each of these factors. If projects or activities are proposed that do not embrace these aspects then academics will be challenged and supported to re-design their projects to be more strategic and aligned to the University’s new REG vision. A strong collaborative and partnership approach is fundamental to UWS’ research ambitions. The University has benefitted from engagement with a wide range of Research Pools, Innovation Centres and other stakeholders, and is an active participant in all available networks. We currently chair the Research and Commercialisation Directors Group as a subcommittee of the Universities Scotland Research and Knowledge Exchange Committee. Public engagement Public and cultural engagement underpins much of UWS’ strategic focus, including projects such as the UWS-Oxfam Partnership and the Alzheimer Scotland Centre for Dementia Policy and Practice, a joint partnership between UWS and Alzheimer Scotland, which is based at Hamilton Campus. The University is also a key player in the support for the 2021 Paisley City of Culture bid and has hosted, curated and researched the long-term benefits of

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major cultural heritage events. A number of REF Impact studies focussed on public and cultural engagement, and it is expected that projects such as the Paisley Pearls project will continue this theme. This project aims to create a unique Paisley Pattern for every person ion the world and is contributing to the cultural regeneration of a post-industrial town. UWS’ refreshed Corporate Strategy 2017-20 includes the following KPIs relating to its research activities:

· Indicator – Improved performance in the 2020/1 Research Excellence Framework - Aim: Increase the number and quality of outputs and impact cases, increasing

research and enterprise applications to deliver £11 million of research income per annum by 2020

· Indicator – Research Environment - Aim: Increase the number of research students by 10 per cent each year with

100 per cent of postgraduate research students complying with institutionally devised full- and part-time PhD registration periods

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Priority 4: Greater innovation in the economy – a national culture of enterprise and innovation leading to a more productive and sustainable economy UWS’ goal is to create an environment which is welcoming to business and supports innovation and entrepreneurialism amongst its students and staff. The University is committed to fostering a culture of enterprise that will support economic growth locally and globally. We aim to build partnerships with business that support the development and delivery of our learning programmes, placements for our students and encourage our commitment to our students being work-ready. UWS aims to build on the significant work it has done from 2014-2016 to further develop its contribution to Scotland’s economic development. At its core, UWS’ enterprise strategy is to generate greater demand from business for its services, to make it easier for business to work with us and to help them innovate, internationalise and grow in an a way that has a positive social and cultural impact on Scotland, as well as economic benefits. We will do this by continuing to build strong partnerships in industry that enhance the learning experience of our students and staff and make them ready to make valuable contributions in the workforce. In 2016 UWS developed three strategic themes around which it will focus teaching, research and enterprise activity: Health, Society and Sustainability. These themes have been a catalyst for cross-disciplinary collaboration which is driving greater engagement with many of the Innovation Centres, Interface and with the Scottish Government’s proposed innovation reforms. UWS had a particular focus on knowledge exchange in 2015/16 represented in part by our enhanced participation in schemes such as Knowledge Transfer Partnerships (KTPs) and Innovation Vouchers. Between 2015 and 2016, UWS improved by more than 20 places in the UK ranking table to be joint third in Scotland for KTPs. In addition, UWS accounted for 15 per cent of the overall innovation voucher schemes run in Scotland which was 5 per cent up on the previous year and ranked us among the top HEIs for the year. We plan to continue this exceptional level of engagement and to maintain and grow this level of performance. UWS sits on the Innovation Scotland Action Plan Implementation Group and is helping to lead the delivery of the important outcomes associated with this plan including a 16 per cent increase in Start Ups in year One, the templating of contract types across all HEIs and the development of sector HEI liaison. The process for a national agreement on the University Innovation Fund (UIF) outcomes is making significant progress under UWS’ chairmanship of the Research and Commercialisation Directors Group of Universities Scotland. We have refined the framework into five priority actions and are working to develop both joint and individual approaches that will be reflected in our institutions’ outcome agreements. UWS will report on progress against its 2016/17 UIF plans in October 2017 as part of its Outcome Agreement self-evaluation report. In the first year of the UIF we made a submission around proposed activities which we are monitoring and refining as the 2016/17 process develops. These activities included enhancing entrepreneurial education, student and staff mobility, deeper engagement in shared entrepreneurial programmes such as Converge Challenge, enhancement of our mentoring programme and wider business engagement using initiatives such as Interface. Each of these areas has seen significant progress over 2016/17 with record submission levels to Converge Challenge in all categories, our highest percentage of overall Innovation

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Vouchers since 2009, a record number of mentors in our programme and progress on a new enterprise centre which will act as a hub for the west of Scotland. Skills development has become a primary focus for our enterprise activity. In 2015, UWS made the decision to move our employability function into our Enterprise team in order to enhance our employer engagement activities. This move has seen a marked improvement in our DLHE score and a range of new initiatives to enhance graduate employability at UWS including the development of entrepreneurial pathways to work. Increasing demand from businesses and making it easier for them to access services from UWS has been a focus for this year. We have developed a working database of companies and we have started to map these to the expertise at UWS. Companies have been invited to three Festivals of Enterprise to learn about key industry themes, such as 5G Mobile Networks, Digital Health and Sustainable Manufacturing. Partnerships are central to UWS’ business engagement. In 2015/16 we were nominated for an award for our partnership with St Mirren Football Club as well as developing new innovative partnerships with National Air Traffic Systems, Netball Scotland and Renfrewshire Council with a focus on the Paisley 2021 bid for UK City of Culture. Our partnership with the Centre for Engineering Education and Development also progressed this year with higher membership numbers than ever. We plan to help CeeD grow to a point next year where their membership moves past an important sustainable threshold. Company formation has also seen real progress at UWS over 2015/16 with our start-up and spin-out pipeline growing to over ten prospects, two of which are being supported by the High Growth Spin Out Programme from Scottish Enterprise. UWS’ refreshed Corporate Strategy 2017-20 includes the following indicative KPI relating to its enterprise activities:

ü To establish a combined total of 50 industrial partnerships, start-ups sand spin-off businesses by 2020

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Priority 5: High-performing institutions – a coherent system of high-performing, sustainable institutions with modern, transparent and accountable governance arrangements Environmental Sustainability UWS is committed to reducing our carbon footprint. We have an ambitious corporate target to reduce our carbon emissions by 20 per cent by 2019/20 (compared with the 2012/13 baseline). We are currently on track to achieve this target with the 2015/16 footprint demonstrating a reduction of 18.6 percentage points from the baseline. The University has signed up to the Universities and Colleges Climate Commitment for Scotland, and we have developed a Sustainability Plan which outlines our ambitions to embed environmental sustainability among our staff, students and community partners. Climate Change (Scotland) Act 2009 Compliance UWS participated in the voluntary submission of the Public Bodies Climate Change Duties Report in 2015 and will be fully compliant with the mandatory 2016 submission. Our carbon targets have been set in cognisance of Scottish Government 2020 target as set out in the Climate Change Act. As part of our Sustainability Plan, we have committed to developing a UWS Climate Change Adaptation Plan by the end of 2017/18. We have already made significant steps to adapt our new estate with Sustainable Urban Drainage, free cooling and energy efficient cooling incorporated into our Ayr campus. Climate Change mitigation and adaptation will also be at the forefront of the design of the planned new Lanarkshire Campus with low and zero carbon technologies currently under discussion, alongside water saving measures such as rain water harvesting and the provision for sustainable travel. Partnership and Collaboration UWS recognises that sustainability reaches beyond the boundaries of the UWS estate and works collaboratively with local partners in delivering wider benefits. · Community Planning Partnerships UWS’ Energy and Environmental Manager is a member of the Greener Renfrewshire Community Planning Partnership and the Sustainable Travel sub group. The group works together to embed sustainability across Renfrewshire. This partnership has resulted in the additional outcome of UWS receiving funding for three electric vans and two electric cars through working with South Ayrshire, South Lanarkshire and Renfrewshire Community Planning Partnerships. · Student Association of the University of the West of Scotland The University has an excellent relationship with our Student Association. We have worked over the years to develop and deliver Climate Challenge funded Projects, the most recent of which was Shortlisted for an Environmental Association of Universities and Colleges Green Gown Award 2016 for Community Engagement. The project delivered a free shop, providing essential goods to UWS students and community group members working with disadvantaged communities. A further key activity was community garden provision working in partnership with Migrant Help and Alzheimer’s Scotland. The UWS Energy and

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Environmental Manager is currently working with the Student Association on developing a further Climate Challenge fund bid. · Energy Saving Trust UWS has received funding from the Energy Saving Trust for the implementation of electric vehicle charging points at Paisley and Hamilton Campuses, with further match funding for a charging point at Ayr campus. Charging points are accessible to members of the public. · Cycling Scotland Effective partnership working with Cycling Scotland has resulted in UWS receiving financial support for a Campus Cycling Officer Intern and physical cycling measures such as additional parking and cycling lockers. This partnership will facilitate the UWS aim of achieving Cycle Friendly Campus Status in 2017. The Cycling Officer has also further developed partnership with Glasgow Bike Station, Ayr Active Travel Hub, Dumfries and Galloway College and Glasgow University in the delivery of joint cycling events. · Environmental Associations of Universities and Colleges UWS commits to providing representation on the Environmental Association of Universities and Colleges Scotland Steering Group and the Energy and Environmental Manager currently sits on an additional working group to assist with the planning of the EAUC Scotland 2017 conference. · Local Authorities We continue to work closely with Local Authority partners, for example on the development of our new Lanarkshire campus and also into the feasibility of low and zero carbon technology district heating schemes in collaboration with Renfrewshire Council in Paisley. Technologies currently under investigation are sewage and river heat pumps. · Academic Colleagues UWS supports Academic Colleagues in progressing environmental teaching and research. The UWS Centre for Environmental Research brings together research interests of chemists, biologists, earth scientists, waste and environmental management staff in the School of Science and Sport. An example of a recent collaboration with UWS Academic and Estates colleagues was a published paper on BREEAM Post Occupancy Evaluation utilising our Ayr campus as a positive case study. · Green Impact To encourage internal partnership working UWS continues to deliver the NUS Green Impact scheme, which demonstrates effective team working in achieving action for Sustainability. The UWS Court and Senate Team achieved a National Special Award for Innovative Environmental Improvement in 2015/16. · Ayrshire Campus Bus Partnership We are working in partnership with Ayrshire Roads Alliance, Ayrshire College and Stagecoach to improve public transport provision to the Ayr campus. With support from an SPT grant, enabling works have been carried out to facilitate a bus service directly to the Ayrshire Campus. Discussions are currently under way with transport operators and we are hopeful a new service will be in place in 2017. Equality UWS prides itself as being inspirational, innovative, international and inclusive. We celebrate and value the diversity of our student and staff populations and are committed to providing higher education and employment opportunities to people of all backgrounds, cultures and

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other characteristics outlined below so that they can fulfil their potential in an environment that is free from any forms of discrimination, harassment or prejudicial behaviour. One of our Truths set out in our Corporate Strategy is ‘We are an inclusive organisation that welcomes and values diversity’. UWS was awarded Athena Swan Bronze award in November 2015 and the institution has a key performance indicator to achieve a Silver award by 2019/20 and are progressing with our actions as planned. UWS encourages participation in the Aurora Programme, which is run by the Leadership Foundation for Higher Education to encourage women in academic and professional roles to think of themselves as leaders, to develop leadership skills, and to help institutions maximise the potential of these women. In 2015, UWS published its second Public Sector Equality Duty Report as required by the 2010 UK Equality Act (Specific Duties) (Scotland).12 In 2015, females accounted for 28.2 per cent of professors. A further gender breakdown of occupational categories at UWS in 2015 can be found below:

Occupational Category Female Male Academic & Research Professionals 45.1% 54.9% Administrative & Clerical 89.0% 11.0% Campus Support 56.7% 43.3% Technical & IT 27.6% 72.4% Professional (non-academic) 66.5% 33.4% Senior Management 32.5% 67.5% The success rate of senior academic promotions (senior lecturer, reader and professor) has steadily increased for females in recent years. In 2015/16, there was very little gap between the number of applications for promotion that were approved between males (53 per cent) and females (50 per cent). Steps have been taken to address the gender balance in senior posts. Gender representation on UWS’ Court is now equal (50 per cent female, including the Chair). UWS is committed to eliminating the pay gap. A full equal pay review was carried out in 2012 and a ‘checkpoint’ review in March 2015. Between March 2014 and February 2015, the mean pay for males UWS was 19.9 per cent higher than females’ pay. This was 2.1 percentage points lower than the figure at UWS in 2012, and 1.7 percentage points lower than the Scottish mean for 2014/15 (21.6 per cent). A full Equal Pay Review is taking place for the year 2016/17 following good practice guidance from organisations such as ECU and Close the Gap, and will publish all that is required relating to the Gender Pay Gap without limitation. The university has already amended all HR policies to positively impact on the gender equality challenges. Value for Money An independent survey, conducted by Biggar Economics, found that in 2013/14 the economic impact of UWS, including the graduate premium, was £537.8 million GVA in Scotland and £269.6 million GVA in the local area. This activity supported 4,494 jobs in Scotland, of which 2,982 jobs were in the local area. The report concluded that UWS represents value for money for the Scottish economy – for every £1 of income UWS generates £5.52 of impact, including the graduate premium, and a total of 3.33 jobs in the Scottish economy are supported for every job at the University. Audit Scotland’s 2016 12 UWS’ PSED report and Equalities Outcome Plan can be found at: http://www.uws.ac.uk/uploadedfiles/flexible_page_content/about_uws/overview/equality_and_diversity/schemes_and_policies/equality%20report%202015.pdf

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Report found that UWS’ income in real terms had grown by 45 per cent between 2005/06 and 2014/15. UWS secures value for money by utilising collaborative frameworks where possible. UWS ranks sixth out of 43 universities in the uptake of these frameworks, with almost half of our total spend routed through frameworks. The benefits of using frameworks include:

· Predetermined maximum costs which may be reduced by a further mini-competition · Mitigation of risk associated with EU procurement should UWS tender as a single

entity · Reduction in administrative costs and time · Predefined and agreed terms & conditions · Suppliers already selected through a robust selection process · Shared risk and management of suppliers

When frameworks are deemed unsuitable for use, for example for specific software requirements, UWS ensures best value for money and legal compliance by following the Scottish Government’s “procurement journey”, which offers detailed guidelines on conducting procurement exercises above £50K. Below this level, UWS procures goods and services in line with its own internal procurement policy. A Transformation Board has been set up in the university to assess qualitative and quantitative improvements in service. The group recently commissioned a benchmarking exercise to understand how other universities are resourced, with particular reference to the cost of professional support departments, student:staff ratios and staff costs. UWS’ campuses Like many universities, the University of the West of Scotland faces significant estates challenges which result from years during which estates investment and maintenance across the entirety of our provision has been difficult to sustain. The increasingly dilapidated condition of the UWS estate on Paisley, Hamilton and Dumfries is compromising the attractiveness of the University to potential students and failing to allow UWS to provide modern learning and research spaces which is now jeopardising our continued strong performance in delivering Outcome Agreement targets. Whilst UWS Court has agreed a campus relocation and development plan for the Hamilton site, this tripartite relationship takes us to a limit of affordability and requires additional borrowing to finalise the project. It is disappointing that whilst plans for Hamilton have received strong strategic support from SFC, the funding indicated as being available (circa £15-25 million) has twice failed to materialise. We acknowledge the support of SFC colleagues in exploring alternate guarantees and financial structures that might subsequently lever investment. If those innovative funding routes are not available, we are keen to explore alternate capital funding routes with the SFC and would hope that despite the project commencing, the SFC will continue to work with us to identify routes to funding that will support the development of this important new campus. Major investment is now required to bring our remaining campuses to a condition that meets the needs of modern learners. Providing contemporary, cutting-edge teaching facilities to deliver the appropriate student experience, together with modern and fit-for-purpose research spaces that together enable the University to continue our progress in improving retention and progression, consolidate our sector-leading work in widening participation and enabling the continued expansion of our research and enterprise activity to underpin teaching and support economic growth in our regions.

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Our Paisley campus, in particular, continues to present significant challenges and we are keen to continue discussions on how we work with colleagues in the SFC to identify capital funding to support future development of the campus, which is home to 52 per cent of our student population and has the highest percentage of SIMD20 students (currently 28.7 per cent against our institutional figure of 25.6 per cent). Our developing Estates Enabling Plan proposes significant development on the Paisley campus over the coming years, together with serious consideration on the future model of delivery in Dumfries. As we dispose of surplus assets on our campuses, these proceeds will be directed toward investing in new build, replacement and enhancement of provision on Paisley and across the remaining campuses of the University.

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Appendix A: UWS’ indicative targets against SFC’s National Measures

UWS’ indicative targets for SFC Priorities 1 and 2 depend on maintaining Widening Access and Retention funding at current levels.

Priority 1: Widening access – learning that is accessible and diverse, attracting and providing more equal opportunities for people of all ages, and from all communities and backgrounds

Note: UWS is one of Scotland’s leading institutions in widening participation in higher education. As agreed with SFC, it will therefore aim to maintain (rather than increase) its 2016/17 targets in subsequent years. The high proportion of fees-only students across the University is, however, highlighted as a concern.

Measure 1. The number and proportion of Scotland-domiciled learners articulating from college to degree level courses with advanced standing

UWS is one of Scotland’s leading institutions in widening participation in higher education

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target Target: 1,000 Actual: 1,076

57.0%

Target: 1,200 Actual: 1,238

61.7%

Target: 1,200 To date: 1,025

54.6% (provisional)

Target: 1,200 (provisional)

To be decided, depending on

funding arrangements

To be decided, depending on

funding arrangements

Measure 2a. The number and proportion of Scotland-domiciled undergraduate entrants from the 20% most deprived postcodes

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target SIMD20:

1,077 28.5%

1,323 27.6%

921

27.6% (provisional)

1,100 25%

1,100 25%

1,100 25%

Measure 2b. The number and proportion of Scotland-domiciled undergraduate entrants from the 40% most deprived postcodes

SIMD40: 1,918 50.8%

2,356 49.1%

1,657 49.6%

(provisional)

1,980 45%

1,980 45%

1,980 45%

Measure 3. The number and proportion of Scotland-domiciled undergraduate entrants from the Schools for Higher Education Programme (SHEP)

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target 92

2.4% 129

2.7% 96

2.5% 110

2.5% 110

2.5% 110

2.5%

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NM4. The number and proportion of Scotland-domiciled undergraduate entrants by different protected characteristic groups and care experienced learners

2014/15 2015/16 2016/17 2017/18 target

2018/19 target 2019/20 target

Male 1,500 39.5%

1,632 33.7%

1,332 37.2%

(provisional)

1,760 (40%)

1,760 (40%)

1,760 (40%)

Female: 2,291 60.4%

3,208 66.2%

2,244 62.7%

(provisional)

2,640 (60%)

2,640 (60%)

2,640 (60%)

Under-21 1,732 45.7%

2,028 41.8%

1,714 47.9%

(provisional)

1,980 (45%)

1,980 (45%)

1,980 (45%)

21 and over 2,060 54.3%

2,818 58.2%

1,862 51.2%

(provisional)

2,420 (55%)

2,420 (55%)

2,420 (55%)

White: 3,494 92.1%

4,414 91.1%

3,207 89.6%

(provisional)

3,960 (90%)

3,960 (90%)

3,960 (90%)

Black & Minority Ethnic:

273 7.2%

403 8.3%

311 8.7%

(provisional)

440 (10%)

440 (10%)

440 (10%)

Not known: 26

0.7%

29

0.6%

61

1.7% (provisional)

–

–

–

No known disability:

3,428 90.4%

4,412 91.0%

3,250 91%

(provisional)

3,960 (90%)

3,960 (90%)

3,960 (90%)

Has disability: 365

9.6%

434

9.0%

326

(9.0%)

440

(10%)

440

(10%)

440

(10%) Care Leaver:

15 0.4%

25

0.5%

25

0.7% (provisional)

44

(1%)

44

(1%)

44

(1%)

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Measure 5. The number and proportion of full-time first year Scotland-domiciled entrants from different protected characteristic groups and care experienced learners returning to study in year two

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target SIMD 20

760 82.3%

857

80.2%

755

82.0% (provisional)

878

(85%)

909

(88%)

929

(90%)

SIMD 40 1,425 83.2%

1,520 81.6%

1,375 83.0%

(provisional)

1,580 (85%)

1,636 (88%)

1,673 (90%)

Male 1,234 81.3%

1,169 79.9%

1,092 82.0%

(provisional)

1,405 (85%)

1,454 (88%)

1,487 (90%)

Female: 1,816 81.8%

1,975 86.8%

1,907 85.0%

(provisional)

2,107 (85%)

2,181 (88%)

2,231 (90%)

White: 2,779 84.6%

2,832 83.0%

2,694 84.0%

(provisional)

3,160 (85%)

3,272 (88%)

3,346 (90%)

Black & Minority Ethnic:

251 83.7%

297 82.5%

261 84.0%

(provisional)

351 (85%)

364 (88%)

372 (90%)

No known disability:

2,776 84.5%

2,820 82.4%

2,763 85.0%

(provisional)

3,160 (85%)

3,272 (88%)

3,346 (90%)

Has disability: 274

85.1%

327

87.4%

277

85.0% (provisional)

351

(85%)

364

(88%)

372

(90%)

Care Leaver: 40

83.3%

12

63.2%

19

75.0% (provisional)

35

(85%)

36

(88%)

37

(90%)

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Priority 2: High quality learning and teaching – an outstanding system of learning that is accessible and diverse where students progress successfully with the ability, ideas and ambition to make a difference

Measure 6. The number and proportion of full-time first year Scottish-domiciled undergraduate entrants returning to study in year two.

UWS aims to reach the national average by 2018/19. If the national figure changes, UWS will amend its target. (In 2014/15 the national average was 90.5%)

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target 3,050 84.5%

3,013 87.4%

3,111 87%

(provisional)

3,872 89%

3,960 91%

4,004 92%

Measure 7. The difference (+/-) from the individual institution benchmark figure for students satisfied with the overall quality of their course of study in the National Student Survey

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target +1.8%

(benchmark 84%, actual

85.8%)

+2.1% (benchmark 85%, actual

87.1%)

+1% Data due 08/2017

+1%

+1%

+1%

Measure 8. The number and proportion of Scotland-domiciled undergraduate entrants to STEM courses

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target 1,027 27.0%

1,072 22.1%

1,095 30.6%

(provisional)

1,100 25%

1,100 25%

1,100 25%

Measure 9a. The number and proportion of Scotland-domiciled graduates entering positive destinations

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target 1,449 95.1%

1,843 95%

(provisional)

1,862 95%

1,862 95%

1,862 95%

1,862 95%

Measure 9b. The number and proportion of Scotland-domiciled graduates entering professional occupations

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target 966

60.2% 1,203 62%

(provisional)

1,215 62%

1,254 64%

1,333 68%

1,372 70%

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Priority 3: World-leading research – world-leading universities, nationally and internationally connected with a global reputation for their research

Measure 10. Number of research postgraduate students

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target 338 339 321

(provisional) 353 388 427

Measure 11. Amount and percentage share of income from the research councils

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target £639K

Scottish HEIs 0.24%

UK HEIs 0.04%

£544K 0.19% 0.03%

£595K 0.2%

0.05%

£1,000K 0.2% 0.05%

£1,275K 0.2% 0.05%

£1,650K 0.2% 0.05%

Measure 12. Total research income from all sources

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target £3,825K £4,128K £4,148K £6,500 £8,500K £11,000K

Priority 4: Greater innovation in the economy – a national culture of enterprise and innovation leading to a more productive and sustainable economy

Measure 13. The number of SFC innovation vouchers (IVs), Follow-on IVs and H2020 IVs

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target 12 2 0

18 0 0

7 0 0

18 1 0

19 2 0

20 2 0

Measure 14. Individual HEI UIF progress measures and sector wide reporting

Following discussion with the Scottish Funding Council, UWS has agreed that the best approach to deliver the national outcomes is to work at a sector level to:

ü Analyse current activity and identify best practice

ü Based on the above analysis, devise and implement a pilot programme

ü If the pilot proves successful, develop and initiate a sector-wide programme. Through the Research and Commercialisation Directors’ Group (RCDG), each institution has agreed to contribute to various outcomes. To make optimal use of resources, each institution will be involved with a different combination of workstreams.

Priority 5: High-performing institutions – a coherent system of high-performing, sustainable institutions with modern, transparent and accountable governance arrangements

Measure 15. Gross carbon footprint (3 year period)

2014/15 2015/16 2016/17 2017/18 target 2018/19 target 2019/20 target 10,273 9,014 8,976 8,937 8,899 8,860

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UWS Equality Impact Assessment Faculty Dept.

Strategic Planning and Development

Policy

UWS’ Outcome Agreement with the Scottish Funding Council 2017/18 to 2019/20

Author The person responsible for the Impact assessment

Marcus Ross, Director of Strategic Planning and Development

Effective date of implementation The EIA will need to inform decision-making so the implementation date should take this into account. This may be the date on which the policy is put to committee or when a decision is required.

April 2017

Involvement and consultation What involvement and consultation has been done in relation to this decision, policy or procedure and what were the results? What additional involvement and consultation will be needed?

UWS’ Outcome Agreement was developed in conjunction with academic Schools, SAUWS and colleagues in various Professional Service Departments, including: Business Intelligence, Estates, External Engagement; Finance; People & Operational Development; Research, Enterprise, Employability & Graduate School; and Student Life. UWS consulted with the Scottish Funding Council in the preparation of the Outcome Agreement, and revised the OA to reflect this feedback.

Aim of Policy/decision It will help to ask:

· Why is the policy or decision needed?

· What do we hope to achieve by it?

· How will we ensure that it works as intended?

Why is the policy or decision needed? All Scottish HEIs are required to submit an Outcome Agreement to the SFC in return for their funding. What do we hope to achieve by it? We hope to:

· Make a significant contribution to delivering the SFC’s national measures

· Continue to build on UWS’ recent improvements in the national measures.

How will we ensure that it works as intended? Regular performance monitoring will take place within Schools, and updates on progress across all UWS’ KPIs will be made to each meeting of UWS’ Court.

Available evidence Identify what evidence is available and set it out here. This includes data and evidence from involvement and consultation

We sought feedback on the draft Outcome Agreement from all relevant internal stakeholders including Schools, Professional Service Departments and the Vice Chancellor’s Executive Group.

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What is the actual/likely impact? Consider the relevance to and impact upon each equality group with protected characteristics (age, disability, gender re-assignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation). The assessment can be supported with a set of key questions to identify the effect, tailored to the area being considered. Broadly the following should be identified:

· Who is affected positively? · Who is affected negatively? · Will the policy or decision

have the anticipated effect? Give a full explanation of your reasoning and document the actual or likely impact, along with the evidence used to explain how that conclusion was reached.

Who is affected positively? UWS’ students from various protected characteristics will benefit from targets to maintain representation and increase their retention rates at UWS. Students from areas of deprivation will also be affected positively from monitoring and maintaining numbers. All UWS students will benefit from the University’s ambitions and plans around employability, research and enterprise. Who is affected negatively? No equality group is affected negatively by this policy. Will the policy or decision have the anticipated effect? All Scottish HEIs are required to submit an Outcome Agreement to SFC.UWS has improved in several measures and has set targets to either maintain or continue recent progress across a range of metrics.

Address the impact Identify the range of options to address the impact. Remember to consider each of the general duties. There are three possible options:

1. Adjust the

decision/policy. 2. Continue with the

decision/policy. 3. Withdraw the

decision/policy.

Identify the option(s) chosen and document the reasons for this.

2. Continue with the decision/policy. The Outcome Agreement sets out the University’s plans and ambitions that will help contribute to national policy.

Monitoring and Review Set out the arrangements for reviewing the actual impact of a decision or policy once it has been implemented.

Regular performance monitoring will take place through reviews with Schools and Departments, with progress reports on the KPIs provided to Court. UWS will submit a Self-Evaluation Report to SFC in October 2017 to reflect on progress made against the current Outcome Agreement.

Decision making and quality control Includes sign-off by a responsible officer. (e.g. Head of School, Head of Department, committee chair)

Marcus Ross, Director of Strategic Planning and Development 18 April 2017