Stay on track: Using live data as the GPS for implementation and process evaluation

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Billy Wong & Lydia Fletcher recently wrote a piece on how implementation and process evaluation can help us reach our goals and impact, whilst understanding how we got there. Read the whole story over on TASO.

Although we may know exactly where we want to end up on our journey towards a more equitable higher education experience, exactly how we get there is not always so straightforward. Much like taking a bus, the journey might be straightforward with no delays or  diversions.  In the access and participation context, a Theory of Change acts as a useful plan or road map of the journey to the outcome. This is necessary and, alongside an evaluation plan, can provide a structured route. However, it is not the whole story.

Implementation and process evaluation, in conjunction with impact evaluation, can help us to know whether we are still on track for the journey, to gather more real-time information and make necessary adjustments along the way. It can help us to understand exactly how we have (or haven’t!) arrived at our intended destination.

The journey matters as much as the destination and we need to ensure that our evaluation reflects this. By embracing a real-time evidence-based approach, we can ensure our journey is not only directed by logic and assumptions but is navigated by lived experience and evidence. This should offer us meaningful as well as measurable impacts, and ensure that we end up where we want to go, knowing how we got there.

Read the full blog here.

Access and Outreach: 10 Years of Reading Scholars

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Hi! I’m Aaliya, a placement student working at the University of Reading. Since working at the university, I have learnt so much about what the university does to increase diversity and inclusion and I would love to share these insights with more students.  

The Reading Scholars Programme is a flagship initiative by the University of Reading aimed at providing access to higher education for under-represented groups. The programme has grown significantly since it started and has gone from having just 35 students to catering over 500 students each year. In 2022, the programme offered 500 young people a chance to explore 16 different subject strands at the university. 

The programme is designed to help students from ‘Widening Participation’ backgrounds, which refers to students who come from under-represented groups and typically have a lower progression into higher education.  

The programme is highly respected and well-established, and many schools and colleges across the country encourage and support their students to participate every year. We take pride in the programme’s increasing participation every year and hope to see improvements with every cohort. 

As a Reading Scholar in 2020, I didn’t get the full experience of the scheme however, the day I spent on campus before the national lockdown was the beginning of my love for Reading. The introduction to the course was amazing (although it ultimately wasn’t the subject for me), and the students and staff shared stories of their time here and what they loved about their studies. The scheme confirmed that going to university was the right choice for me and that the University of Reading was where I wanted to study. In 2021, I accepted my offer to study at Reading and am still grateful for that chance to experience something new.  

Participants also reported increased confidence and insight into what university would be like. In terms of evaluation, the overall progression to higher education from participants in the programme has remained high (over 70%), however, this percentage has reduced as the number of participants has grown; potentially as the programme is reaching those less sure of their decision to go to university when they start Scholars. The university plans to carry out a deeper analysis of data to allow for better evaluation in the future – and find out more about the factors at play for those students who do not progress to higher education.  

Read the full report: Ten Years of Reading Scholars Reflection August 2023 (PDF, 0.5 MB)  

Student Success and Engagement: Inclusion Consultants

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Hi! I’m Aaliya, a placement student working at the University of Reading. Since working at the university, I have learnt so much about what the university does to increase diversity and inclusion and I would love to share these insights with more students.  

Multiple studies conducted in higher education have indicated that involving students in decision-making processes can lead to better relationships between students and their institutions. The Inclusion Consultant programme is currently in its third year and has been designed to tackle the issues across higher education institutions surrounding the awarding gap for underrepresented student groups. The Inclusion Consultants are a group of students from diverse, typically under-represented backgrounds and they meet regularly with staff across the university to provide consultations on best practices. 

Students have expressed positive feedback during the programme evaluation and commended the scheme for its effectiveness in providing a platform for students to share their voices. The scheme has taken several steps to make a greater impact, however, we understand that this kind of change can be slow and can take some years to see institutional-wide effects. The consultants felt confident in their skills and left feedback on their time in the scheme: 

“I was confident that my opinions were heard and appreciated not just by [the facilitators] but the external guests and the entire team who supported each other throughout.” 

As the Student Outcomes Coordinator, I oversee this year’s cohort of the Inclusion Consultants and the impact they are making is incredible. They have been attending staff training workshops across the university sharing their stories and advice on how to improve inclusivity. Our goal this year is to collaborate with academic schools to identify and address their unique challenges and develop plans to implement inclusive solutions. The cohort has been chosen to address the key areas in the APP (Access and Participation Plan) as well as our main target schools, as we aim to decrease these specific gaps.  

This scheme represents just one step in our broader efforts to address the awarding gap, and we remain committed to seeing sustained progress at the University of Reading. We believe that this scheme, alongside others, will help us achieve our goal of greater inclusivity and equity in higher education for all. 

Read the full report: Inclusion Consultant Pilot reflection August 2023 (PDF, 0.3 MB)  

Student Success and Engagement: Student Financial Support

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Hi! I’m Aaliya, a placement student working at the University of Reading. I’m here to share with you one of the schemes at Reading that aims to make studying at university as inclusive as possible.  

As you are probably aware the government provides students with a maintenance loan to cover university costs however this can sometimes not be enough, and some students still work part-time jobs or have to be supported by their parents or guardians.  

The University of Reading offers additional financial support to students through grants, bursaries, scholarships and fee waivers. These funds are offered to students in order to alleviate the worries of studying and the finances that come with it. Bursaries are usually given to students that come from certain circumstances to ensure that they have the same experience of studying and to reduce the financial worries of going to university.  

These are some eligible characteristics: 

  • Those who have a household income assessed by the relevant Student Finance Authority of below £27,000 
  • Care Experienced students, Foyer students and Estranged students 
  • Work and Study Placement students 
  • Those experiencing financial difficulties 

Learn more about the bursaries offered at UoR: Bursaries and Awards  

Reading Bursary Survey Results 

The Reading Bursary is offered to students who have a household income assessed by the relevant Student Finance Authority of below £27,000. In 2021 to 2022, we have had an increase in students eligible for the bursary reflecting the financial impacts of Covid.  

Many students who received the funding were also balancing jobs alongside their studies or during their vacation time, which made up most of their financial source. For those that worked during term-time, 36.6% worked more than 8 hours per week. This work was usually undertaken to account for essential spending such as rent and utilities and was also used for academic costs such as study materials. 

56.5% of students stated that receiving the bursary was very important in supporting their continued studies. Here are some comments from these students: 

“Allowed me to have enough money to eat, I was not eating well due to financial situation I was also awarded a catering package for a month which really helped I was not aware that they were able to this. Appreciated it a lot”. 

“Grateful for the support I have received. It’s more or less the money that helps me with food and bills. So without the bursary I wouldn’t be eating properly and not focusing on self-care and health”. 

“Wouldn’t be able to afford living, literally! I live off of my maintenance loan throughout the year, the bursary is a godsend”.  

Read the full report: Student Financial Support reflective report August 2023 (PDF, 0.4 MB)  

Progression and careers: Reading Internship Scheme

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Hi! I’m Aaliya, a placement student working at the University of Reading. I’m here to share with you one of the schemes at Reading that aims to make studying at university as inclusive as possible and help you gain skills that will help you through your future career. 

The Reading Internship Scheme (RIS) offers undergraduate students the opportunity to take part in a 4 – 8 week internship with professionals. The scheme aims to support students in building meaningful business skills and developing their employability and transferrable skills. RIS uses its funds to contribute towards interns’ salaries, meaning students can undertake paid, meaningful work experiences. 

Gaining experience before graduating from university can provide valuable insight into your future career goals. While some may aspire to a traditional office job with a 9-5 schedule, others may prefer working in a laboratory and analysing data. Pursuing internships not only helps you gain valuable experience but also shows future employers your motivation and dedication to your chosen field. 

Since 2021, we have seen an increase in engagement in the course, which was affected by COVID limitations. In 2021/2022 98 students received internship placements. From a survey conducted before and after the internship, we have seen increases in confidence in the workplace as well as an increase in their knowledge of their chosen industry. One student from the 2020/2021 cohort commented on this:  

“Now that I have just graduated, I was worried about being able to secure a full-time job but the positive comments on my work from supervisors and others I met on the internship has boosted my confidence for the future.” 

In 2022, 33.3% of students (11 out of 33) who completed the ‘After Survey’ have reported that they’ve been offered further employment after their RIS internship and 100% of students would recommend the scheme to other students.  

Read the full report: Reading Internship Scheme reflection August 2023 (PDF, 0.8 MB)  

Progression and careers: Finalist Programme

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Hi! I’m Aaliya, a placement student working at the University of Reading. I’m here to share with you one of the schemes at Reading that aims to make studying at university as inclusive as possible and help you gain skills that will help you through your future career.  

The Finalist Programme is aimed at boosting the skills and motivation of final year undergraduates for pursuing graduate roles. The scheme has been focused in departments where graduate progression is low, in order to provide support and advice, and has worked to adapt to any changes.  

The University of Reading hopes to support students throughout their entire time at the university not only through their degree but also for their future. Graduate roles can be very competitive, especially when applying for well-known companies that employ university graduates nationwide and the Finalist Programme seeks to give students the skills needed to stand out.  

There are multiple activities the scheme uses to improve student skills. There are training courses and workshops, as well as assessment simulations to help prepare students for interviews and work-life scenarios. 

This programme was introduced in 2018 and is still being perfected to reach and help the right students. It is currently being remastered to boost participation and better support students across all departments, and particularly to support students who may face other barriers such as a lack of free time or existing professional connections. The new design will better support students in both their goals and available resources. The updated version of the scheme will be evaluated in 2024, comparing the graduate progression between those who engaged in the programme and those who did not.  

Be sure to book an appointment with the Careers team if you want to discuss life after university or support in pursuing an internship. 

Read the full report Finalist programme reflection August 2023 (PDF, 0.4 MB)