1. International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

2. Dr Karen MacEachern, Scott-Iguchi-Sherry, Dr Laura Tansley Reach Scotland – supporting the transition to professional degree study Presentation Structure: Background and context – rationale, structure and impact on entrants Transition – focus groups and student feedback Mentoring scheme – University of Glasgow School of Veterinary Medicine

3. Background Reach Scotland (Access to the High Demand Professions) Scottish Funding council funded national project Universities of Aberdeen, Dundee, Edinburgh, Glasgow and St. Andrews Widen participation to Dentistry, Law, Medicine and Veterinary Medicine Low numbers of entrants from areas of socio-economic disadvantage (The Sutton trust 2010) 2007-09 average entrants 10-12% - University average 21.5% University of Glasgow (UoG) – Dentistry, Law, Medicine and Veterinary Medicine

4. Context Widening Participation at University of Glasgow ‘Non traditional’ student School with low progression to HE Time spent in care First in family In receipt of EMA Scottish Index of Multiple Deprivation (SIMD) postcode data zones (Scottish Government, 2012) MD40 – 40% most deprived postcodes Barriers experience by ‘non-traditional’ students often correlate with MD40 postcode areas

5. Rationale Reach programme Target by school Working with schools with HE progression rate =< national average 2010 = 32% 2013 = 35% University of Glasgow Reach programme – 95 schools, 12 local authorities Works with pupils from S4-S6 Programme devised with input from professional schools

6. Structure University of Glasgow Reach programme S4 In-school session (clusters) - introduction and insight into career pathways, subject choice delivered in schools and via online classroom University campus day - lecture and topical case study tutorial with staff and current students S5 In-school session (clusters) - introduction to research assignments University campus week – experience of subject-specific university teaching and learning methods including lectures, tutorials (Vet Med, Dentist) mock-PBL (Med) moot (Law), demonstrations, clinical skills. Also includes advice on the UCAS application process, UKCAT/LNAT workshops, as well as contact with staff and current students S6 In-school session (clusters) – tailored support during the application process specifically the personal statement Interview preparation workshop - Medicine, Veterinary Medicine and Dentistry

7. Admissions Progression agreements Higher grade attainment correlates with low progression – pupils less likely to achieve minimum qualifications (though many do) Progression agreements (part of contextualised admissions approach) allow pupils from low progression schools to be considered for entry, irrespective of educational disadvantage Variations on grade reductions and/or reductions in the UKCAT have been introduced to aid Reach applicants towards reaching the interview stage Research has shown that pupils admitted with a grade adjustment are still likely to succeed at University if they have taken part in a pre-entry programme (Browitt, Croll 2015)

8. Impact Entrants – MD40 Target to increase number of pupils from MD40 postcodes and schools taking part in programme Table shows MD40 Reach entrants 2009-11 and 2012-14 (2012 first year of entrants) SubjectEntrants2009-11 average2012-14 average MedicineMD4010.6619.66 Overall Scottish96115.33 MD40 % of overall Scottish entrants11.1%17.0% DentistryMD404.667.67 Overall Scottish59.351.3 MD40 % of overall Scottish entrants7.9%15% LawMD4016.6725.3 Overall Scottish186.67180 MD40 % of overall Scottish entrants8.9%14.1% Vet MedicineMD4045 Overall Scottish4244 MD40 % of overall Scottish entrants9.5%11.4%

9. Impact Entrants – target schools Table shows target school entrants 2009-11 and 2012-14 (2012 first year of entrants) SubjectEntrants2009-11 average2012-14 average MedicineReach target schools13.6632.33 All Scottish schools96115.33 Reach target school % of overall Scottish entrants 14.2%28.0% DentistryReach target schools7.6711.3 All Scottish schools59.351.3 Reach target school % of overall Scottish entrants 12.9%22% LawReach target schools2426.3 All Scottish schools186.67180 Reach target school % of overall Scottish entrants 12.9%14.6% Veterinary MedicineReach target schools5.37.3 All Scottish schools4244 Reach target school % of overall Scottish entrants 12.6%16.6%

10. Impact Retention Reach applicants who gained admission likely to progress in to 2 nd year of degree 100% continuation from 2012 - 2013 amongst health professions Slight decrease in continuation across Law MD40 Reach target school entrant Law is above the overall cohort retention rate Reach applicants better prepared and more likely to be successful in application Performing as well as (in some cases better) than average student cohort including higher performing state and independent schools. In-line with findings from other University of GHlasgow pre-entry programmes

11. Qualitative Research 30 minute focus groups Group 1: six second years, did take part in Reach Group 2: one second year, did not take part in Reach Group 3: five first years, did take part in Reach Group 4: five first years, did not take part in Reach Experience of Reach programme Transition from school to university Support for the transition Veterinary Medicine mentoring programme

12. Qualitative Research On the s6 interview preparation workshop: ‘It prepares you, because it’s nothing like you’ve ever done before, it’s not something that you can have experience with, and very few people will be able to give you that sort of experience, but you guys [Reach coordinators] know what you’re talking about and you know what’s going to happen’. On the s5 campus week summer school: ‘I’d say the summer school was a big thing because you got familiar with the building which is a big thing, and the staff, we met a lot of the staff’

13. Qualitative Research On preparation: ‘I really liked the clinical skills we did [during the campus week], we did suturing and bandaging, and I quite liked it because it made me feel like a student and what it would be like in the future...I was better [at suturing] when I started practising here, I found it easier because I had the basic idea of what it is like’ ‘There were people in your year that hadn’t referenced before, whereas we had, so that was a benefit, that was good… its definitely a lot of help’

14. Qualitative Research On volume and pace in the BVMS degree: ‘I think you get warned about the volume, but not necessarily the pace that it goes at, and how much you have to learn in such a short period of time, and you’re expected to consolidate that, move on and then at the end of the year, it’s all meant to be there somehow, and that’s quite tough’

15. Qualitative Research cont’d… On socialising: ‘I think that’s really good to know someone as well, that when you first come in, to know that there’s people there, even if you haven’t spoken to them since Reach, but it’s a familiar face...it does feel a lot better to know that’ On commuting ‘…because of the commuting thing, we weren’t quite as up in Wolfson (halls), they were dead close and that, and they all went out together…’ ‘A lot of people that do travel, we’re all kind of friendly. We all sit together in lectures… we’re all still friendly with the people that lived in halls, but you see all the halls people together and all of us are together’.

16. Veterinary Medicine mentoring scheme Overview Pastoral and academic support for all BVMS degree students First year students assigned to member of staff with BVMS degree Meet minimum 2 times a year to discuss any issues including BVMS course, extra-mural studies or extra-curricular concerns Maintained throughout 5 year course

17. Veterinary Medicine mentoring scheme Support for Reach entrants Dr Karen MacEachern Reach programme liaison officer since 2010 Vet School widening participation officer since 2000 Requested 2012 Reach entrants as mentees (3 cohorts) Broad understanding of WP issues through Reach involvement Maintaining relationship to provide support through the transition period from school to university Academic issues often impact on personal and vice-versa Requires a complete understanding of students circumstances

18. Veterinary Medicine mentoring scheme Qualitative feedback ‘I think we have an advantage compared to other students who just met their mentors for the first time, whereas we’ve known Karen for almost three years, so we are more familiar with her, so we can be more honest and open to her’ ‘I found it extremely comforting to be able to speak to someone who I was already familiar with, and knew that if I had any problems I could go to her. I was able to voice any worries I had about the overwhelming work load, long travel and study techniques and felt like I was listened to and supported’

19. Veterinary Medicine mentoring scheme Commuting ‘Non traditional’ entrants more likely to continue to live at home Commuting students more likely to feel disengaged from course and at greater risk of withdrawing from university (Browitt, Croll 2015) University of Glasgow draws circa 40% UG intake from local, commuting area 58% of Dr MacEachern’s mentees currently commute from home Close relationship with mentees ensures any potential issues are dealt with promptly

20. Veterinary Medicine mentoring scheme Findings Mentoring provision has had positive effect on Reach entrants Focus groups highlighted volume of work and pace of delivery Some students hoped for more frequent meetings or only when needed More preparatory advice for applicants pre-degree More targeted on course provision i.e. study skills Manage student expectations in relation to staff time dedicated to mentoring

21. Veterinary Medicine mentoring scheme Conclusion Reach has had significant impact on number of school leavers entering professions from 40% most socio-economically disadvantaged postcodes Performing as well as (in some cases better) than average student cohort including higher performing state and independent schools Key to success has been input from academic, clinical and support staff at each stage of programme BVMS mentoring scheme has provided continuum of support throughout crucial transition period

22. Contacts Dr Karen MacEachern – karen.maceachern@glasgow.ac.ukkaren.maceachern@glasgow.ac.uk Scott Iguchi-Sherry – scott.iguchi-sherry@glasgow.ac.ukscott.iguchi-sherry@glasgow.ac.uk Dr Laura Tansley – laura.tansley@glasgow.ac.uklaura.tansley@glasgow.ac.uk