1. WP Research and Evaluation Manager
Using an outcomes based logic model to evaluate Access, Success and Progression initiatives
Katherine Sela
WP Research and Evaluation Manager

2. Introduction Benefits of using logic models in evaluation
Developing outcomes
Evaluating programmes
Challenges faced and solutions
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3. “A logic model is a graphic display or ‘map’ of the relationship between a programme’s resources, activities, and intended results, which also identifies the programme’s underlying theory and assumptions.”
(Kaplan and Garrett, 2005)
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4. Continual improvement Helps with planning Helps visualise the strategy
Why use logic models
Continual improvement
Helps with planning
Helps visualise the strategy
Unpacks processes that lead to outcomes
Integrated with formative evaluation
Lends itself to qualitative methods
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5. Outcomes based logic model
Situation
Situation
Inputs & Activities
Inputs & Activities
Short term
Short term
Medium term
Medium term
Medium term
Long term
Behavioural Outcomes
Impact
Remit to ensure that under-represented students are supported to access, succeed in and progress beyond higher education
Students from KS2 to 5 (including mature learners)
Knowledge
Outcomes
Knowledge
Outcomes
Attitudinal
Outcomes
Increased aspiration and attainment of students from underrepresented groups
Increased progression to HE by students from underrepresented groups
Increased success and progression of WP students within and beyond higher education
Parents and carers
Increase engagement with outreach activities and educational opportunities
Teachers and support staff
Increase engagement with outreach activities and Higher Education
WP UG students at the UoS
Increased retention, success and progression indicators

6. Setting outcomes
An outcome is a clear statement of the change in behaviour, attitude, knowledge or skills you are trying to achieve
Behavioural Attitude Knowledge
(long term) (medium term) (short term)
Outcomes need to be:
Realistic
Meaningful
Agreed on
Evaluable
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7. Outcomes – Pre-entry and Mature students
Knowledge Outcomes
Attitudinal Outcomes
Knowledge of the different pathways to HE Understanding of the financial implications of going to HE Knowledge of academic and pastoral support available within HE
Increased confidence in their ability to make informed and independent decisions
Increased confidence to make the transition to HE
Increased commitment to learning

8. Students, Year 10 Programme
11-week programme on Saturday mornings (Tasters; study skills; university exchanges)
3 sessions include parents and teachers
Aims to increase GCSE attainment
80% agreed or strongly agreed that they better understood the different pathways to HE
Students, Year 10 Programme
‘It has boosted his confidence and given him a great insight to what university can offer’
Parent, Year 10 Programme
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9. Success and Progression initiatives
Academic Skills Development (SPLASH)
Sprint Development programme for female students
Additional Learning Support
Early Induction Programme for Autistic students
Academic Skills Development (SPLASH)
Maths and Statistics Hub
Centre for Wellbeing
Vet School Peer Support Scheme
Global Engagement
Summer School Travel Bursary
Careers & Employability
Employability Award
Additional Learning Support
Mental health workshops
Faculty For Arts and Social Sciences
Foundation Year

10. Outcomes – undergraduate students
Knowledge Outcomes
Attitudinal Outcomes
Knowledge of personal and professional development skills and how to apply these (eg communication, team work) Knowledge of key academic skills and how to apply these (eg research, critical thinking) Knowledge of key support services and how to access them
Increased confidence in applying professional development skills
Confidence to engage in extra- curricular activities
Increased confidence to seek support from support services
Increased sense of belonging

11. Sprint evaluation
‘I feel more confident to apply for opportunities which come my way’
‘I have grown in confidence during the course of the programme’
81% of students felt confident in getting involved with extra-curricular activities
95% of students said they felt confident to network with others
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12. Challenges and possible solutions
Some solutions
Access and Participation Advisory Group
Consent to contact at Registration
programmes targeted directly at students in most need
WP success and progression dashboard
Evaluation and Data Officer (Success and Progression)
Challenges
Institutional ‘buy in’
Identifying WP Students within the university
Limited uptake and success of programmes
Compliance with data protection legislation
Staff resources

13. Email: k.sela@surrey.ac.uk
Any Questions?