Disaggregating your access, student success and progression expenditure
We recognise that many activities can be deemed to contribute to more than one aspect of access, student success or progression. For example, students who were well informed about their chosen course are less likely to withdraw than those who were poorly informed, which is why you are required to provide good quality information to prospective students (see Providing information to prospective students). Student success measures, such as additional tuition, can also be important in encouraging under-represented groups to apply to higher education or to support progression into graduate employment or further study.
However in your access agreement, so that we can compare it with previous years, we ask you to declare your planned expenditure on measures for under-represented and disadvantaged student groups, separated into:
Access: pre-entry activity to support students from disadvantaged backgrounds to enter higher education, for example through aspiration or attainment raising outreach activities in schools, summer schools, peer mentoring schemes, or progression agreements.
Student success: post-entry activity to retain and support students from disadvantaged backgrounds through their studies, for example through induction programmes and study skills support, aimed at reducing differences in experience and attainment with other students.
Progression: post-entry activity to support undergraduate students from disadvantaged backgrounds as they prepare to progress to employment or postgraduate study. This might include measures such as internships or help with interview skills, or other activities which are designed to help disadvantaged students progress to employment or postgraduate study.