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Using an outcomes based logic model to evaluate Access, Success and Progression initiatives

Using an outcomes based logic model to evaluate Access, Success and Progression initiatives. Katherine Sela WP Research and Evaluation Manager. Introduction. Benefits of using logic models in evaluation Developing outcomes Evaluating programmes Challenges faced and solutions.

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Using an outcomes based logic model to evaluate Access, Success and Progression initiatives

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  1. 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 #universityofsurrey

  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) #universityofsurrey

  4. 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 #universityofsurrey

  5. Outcomes based logic model Outcomes Medium term Medium term Medium term Long term Behavioural Outcomes Impact Situation Situation Short term Short term Inputs & Activities Inputs & Activities Knowledge Outcomes Remit to ensure that under-represented students are supported to access, succeed in and progress beyond higher education Increased progression to HE by students from underrepresented groups Increased success and progression of WP students within and beyond higher education Students from KS2 to 5 (including mature learners) Knowledge Outcomes Attitudinal Outcomes Increased aspiration and attainment of students from underrepresented groups 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 #universityofsurrey

  7. Outcomes – Pre-entry and Mature students KnowledgeOutcomes 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. Year 10 programme 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 #universityofsurrey

  9. Success and Progression initiatives • Global Engagement Centre for Wellbeing • Sprint Development programme for female students • Early Induction Programme for Autistic students Maths and Statistics Hub Careers & Employability Faculty For Arts and Social Sciences Additional Learning Support Academic Skills Development (SPLASH) Additional Learning Support Academic Skills Development (SPLASH) Summer School Travel Bursary • Vet School Peer Support Scheme Mental health workshops • Employability Award • Foundation Year

  10. Outcomes – undergraduate students KnowledgeOutcomes 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 #universityofsurrey

  12. Challenges and possible solutions Challenges • Institutional ‘buy in’ • Identifying WP Students within the university • Limited uptake and success of programmes • Compliance with data protection legislation • Staff resources 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)

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

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