We believe that complex problems are better addressed by bringing together all of the available knowledge, expertise, resources and wisdom within and across teams in institutions. This together with the strategic commitment of senior managers can make a difference and drive real change.
Although over the last 10 years there are greater numbers of learners with additional needs applying to HE, the disparity between those who have declared a disability and those who haven’t in relation to attaining degree-level qualifications, remains the same.
Equally, there continues to be a higher proportion of disabled graduates who are unemployed (at all qualification levels) compared with their non-disabled graduates (AGCAS, 2021)
Due to the effects of the recent pandemic and a desire to ‘level up,’ the five-year focus of Access and Participation Plans is an opportunity to realise a more strategic approach to social mobility and identify where policies (APPs; Inclusion and Diversity Policies; Mental Health Charters) may align.
The Award is built on many of the findings and recommendations from the Disabled Students’ Commission ‘Arriving at Thriving’ report (Policy Connect, 2020).
Signing up is an opportunity to shout about work, in development, or as part of current and/or desired institutional practice and think innovatively about ways to drive social mobility in the years ahead, whatever the starting point.
What works for one institution may not work for another so the focus is on where you are now and where you aspire to be. Future iterations of the Award will continue to build on this approach to utilise new learning.
The award is intended to recognise and effect change at a whole-institutional level where responsibility is shared and embedded. Applicants are encouraged to reflect on existing good practices where this is having an impact and the development of new activity at both systemic and programme levels.
These are assessed within 3 stages of the learner journey: Access (pre-induction), Participation (access, retention and engagement) and Progression (postgraduate support and employability). The aim of the award is to recognise and encourage holistic and inclusive approaches to supporting students and staff where responsibility is shared and embedded. Staff may want to include may include curriculum developers, library staff, learning technologies and IT departments, estates and accommodation teams and careers and employability teams.