Embedding
Progression
Agreements within the
Linking London
Network
Project Co-ordinator: Jill Rowley BSc (Hons) - Access Tutor from Morley College. Contact: Jill
Rowley jill.rowley@morleycollege.ac.uk
Acknowledgements: With thanks to Andrew Jones from Linking London for his guidance and
expertise, to Julia Wood for her ongoing support and to Cass Breen and Joanne Bishop for their
helpfulness and professional input.
1
Contents
Introduction: The project: Embedding Progression Agreements within
3
The Linking London Network
Part One:
The surveys
5
Introduction
5
Methodology (of the three surveys)
5
Results (of the three surveys)
6
Discussion
14
Conclusion/recommendations for Morley College & LSBU
21
Part Two:
Developing a Model for ‘Embedding a Progression Agreement’
23
Part Three:
Demonstrating the use of the Model’s Action Plan and Monitoring
31
Forms for Morley College and LSBU Embedding Mechanisms
for 2010-11
Part Four:
Follow-up of the Sample of Access Course Learners at Morley
40
College Demonstrating the potential use of the Model’s Data
Collection Process
The overall conclusion/Recommendations
43
References:
48
Appendices:
50
1.
2.
3.
4.
5.
6.
7.
Project Learner Questionnaire
Project Personal Tutor Questionnaire
Project LSBU Representative Questionnaire
Marketing Materials
Embedding Mechanisms Action Plan
Annual Embedding Mechanisms Monitoring Form
Additional Supportive Monitoring Forms:
I. Annual Staff questionnaire
II.
Annual Learner questionnaire
III.
Learner Progression form
51
59
66
72
77
79
81
84
87
2
Introduction: Embedding Progression Agreements
within the Linking London Network.
The aim of this project was to clearly evidence the mechanisms and processes employed in
embedding the Progression Agreements between Morley College and London South Bank
University (LSBU) in a way that is replicable in other institutions. Its objectives were to analyse
learners’ and staff understanding and experiences of the Progression Agreements, to evaluate
the effectiveness of existing embedding mechanisms between both institutions, to evidence the
impact of the progression agreements through developing data collection processes to monitor
learners’ progress, and to develop a model of embedding Progression Agreements in the wider
context of the Linking London Network.
The project was funded by Linking London. Linking London Lifelong Learning Network (LLN) is a
HEFCE funded network of nineteen colleges and sixteen universities (partners) with the purpose
of improving opportunities for vocational learners to progress into and successfully complete
their studies in Higher Education. According to Whitston, K. & Allen Jennifer (2008) all LLNs
generally aim to:
 establish agreements among partners to guarantee progression (progression
agreements)
 make changes to the curriculum to facilitate progression, including changes that have
the support of employers and Sector Skills Councils to enable workplace learners to
progress
 provide information, advice and guidance (IAG) to support learners to ensure that
they can re-engage with learning over a lifetime.
Overall though, the key area for LLNs is to work with developing and establishing Progression
Agreements among partners. The newest Progression Agreement between Morley College and
the Faculty of Health and Social Care at LSBU was brokered by Linking London on 15th
November 2010. This was added to the existing agreement with the Faculty of Arts and Human
Sciences at LSBU signed on the 10th October 2010.
HEFCE does not expect any two Progression Agreements to be exactly the same. As such, the
two Progression Agreements between Morley College and the two faculties at LSBU each have
their own specific terms of agreement (which this project will differentiate between as
necessary for clarity). However, it has been useful over the last few years for LLNs to develop
models and ‘toolkits’ for helping to create some consistency in the process of establishing new
Progression Agreements within a LLN (Dhillon, B. n.d.). HEFCE (2010) does however expect LLNs
to develop progression agreements that adhere to the following principles:
 they support learners' legitimate expectation to progress from specific programmes or
institutions to other programmes or institutions, and establish the commitment of
institutions to meet those expectations
 they are negotiated to make credit transfer a reality
 they are developed on a network-wide basis, with all the institutions that form part of
the LLN.
3
Progression Agreements help to provide ‘transparency and clarity about progression routes for
learners and put guarantees in place to ensure that vocational learners are given equitable
treatment regarding progression’ (Linking London 2010). Linking London (2010) also lists the
benefits for learners including a clear understanding of course entry requirements, clear and
coherent routes into higher education (HE), improved access to courses and activities such as
visits, open days and mentoring.
Most existing ‘toolkits’ or frameworks have focused on establishing some consistency when
creating a new Progression Agreement within a LLN and this approach has generally included a
schedule overview for expected events that support it throughout the academic year. However,
the purpose of this project was different in that its purpose was to clearly evidence the actual
mechanisms and processes employed in embedding a Progression Agreement. This of course
incorporated the scheduling of events between the sending (e.g. Further Education) and
receiving (e.g. Higher Education) institution but it also explored other important aspects in
supporting vocational learners progress on their journey into higher education.
The overall method employed in this project was to first use specific surveys of a sample of
Access learners, relevant personal tutors from Morley College and representative staff from
LSBU to provide an insight into existing embedding mechanisms of the Progression Agreements
between LSBU and Morley College. The information collated from these surveys was then
analysed, which helped to inform the development of a generic model for ‘Embedding a
Progression Agreement’. Finally, this model was applied as a tool in demonstrating the
embedding processes of the agreements between these two institutions.
The overall study approach may be considered as a pilot study of developing a Model of
‘Embedding a Progression Agreement’, as the methods employed have not been used
previously and the model has only been applied to the Progression Agreements between two
institutions and not yet on a wider scale of the Linking London Network. The model was
developed around generic aims and a benchmarking approach in order to evaluate how
Progression Agreements may be embedded. The model was not intended to be prescriptive but
instead it was intended to provide a possible framework that could be altered to suit particular
Progression Agreements between various institutions across the Linking London Network. As
such, the suggested embedding mechanisms may be varied as required and the benchmarks
may also be altered to specifically match their purpose for particular Progression Agreements
but the generic aims could provide the ‘thread’ that shows consistency in the embedding
approaches across the Linking London Network. The suggested generic aims, embedding
mechanisms and benchmarks have been informed and developed from this project in order to
specifically demonstrate the embedding processes of the Progression Agreements between
Morley College and LSBU.
4
Part One: The Surveys
Introduction
The overall purpose of the surveys in this part of the project was to gain feedback in order to
inform further potential areas for embedding the partnership agreement in the next academic
year. As such, the study population for the surveyed aspect was three-fold. Firstly, a sample of
Access learners in the 2010-11 cohort from Morley College who have applied to a LSBU
programme included within the Progression Agreements were surveyed. Secondly, all relevant
personal tutors from Morley College were surveyed and thirdly, the representative staff from
LSBU were also surveyed to provide insight into existing embedding mechanisms of the recent
progression agreements between LSBU and Morley College. The information collated from
these surveys was then analysed, which helped to inform the development of a generic model
for ‘Embedding a Progression Agreement’. In addition to surveying the sample of learners, their
progress through the application process for their chosen course at LSBU would also be
monitored. This monitoring would be completed whether or not the learner completed the
survey.
Methodology
The project coordinator was appointed to start in January 2011 and end in May 2011.
The project proposal detailed that a sample of 15 Access learners from Morley College would
be randomly selected. They would first be surveyed and then their progress tracked through
the application process for their chosen course at LSBU. The proposal specified that two thirds
(10) learners should be applying to courses within the Faculty of Health and Social Care and one
third (5) learners should be applying to courses within the Faculty of Arts and Human Sciences.
This was decided in order to help show a more proportionate learner view as there were more
learners on Access courses that would potentially lead them to choose courses run by the
Faculty of Health and Social Care.
The actual numbers of Access learners applying from Morley College via UCAS to relevant LSBU
courses within the Progression Agreement wasn’t known until after the first UCAS tracking
report was produced at the beginning of February 2011. This was received on the 10th February
2011. The randomisation process was then completed through the electronic online random
number table generator at: http://stattrek.com/Tables/Random.aspx [accessed 14/02/2011].
All learners applying to courses in the Faculty of Health and Social Care and the Faculty of Arts
and Human Sciences were listed separately and allocated a number (starting at 1 for the first on
each list). Each set of numbers were then fed into the random table generator and a table of 10
and then 5 randomised numbers was generated for the sample groups of each faculty.
Duplicate numbers were not allowed.
The inclusion criteria for surveying the randomised sample population of Access learners were
that learners should be studying on an appropriate Access course at Morley College in the
academic year 2010-11. The exclusion criteria for surveying the randomised sample population
of Access learners were learners who didn’t want to take part in the project or who were found
to not be on a current course in the academic year 2010-11.
5
The surveys were aimed at evaluating important aspects for helping Access learners to progress
and not just focus on credit achievement. As such, Jones, A (2010) outlined some key areas that
would be relevant to include in the survey such as UCAS form completion, support of interview
skills, career, financial and work experience advice. These aspects were covered as well as
information and activities that supported the progression Agreement. The learner survey was
formed into sections of learner background information, and pre-UCAS and post-UCAS
application to LSBU (see appendix 1). The personal tutor and LSBU representative surveys were
then developed to compliment the same areas but worded appropriately from their specific
perspectives (see appendices 2 and 3 respectively). The surveys were not piloted first due to
lack of time within the short timeframe of the project but they were discussed with Morley
College and Linking London managers before being finalised. Aspects such as good design,
thanking people for taking part, pre-notification, explanation of selection and sponsor,
reminders, confidentiality and anonymity were all considered (Open.ac.uk 2011). Project
information sheets were given to all participants.
All learners from the randomization process were initially contacted by email. The allocated
timeframe to arrange personal interviews with the sample of Morley College learners was
between 28th February and 11th March 2011. This process was dependant on the personal
tutors being able to find appropriate time for the interviews. After this date learner surveys
were requested to be completed either by post, telephone or via email by 31 st March 2011. All
three ways of completing the survey were offered after the 11th March 2011 in order to
maximize response. Personal interviews were completed with the two representatives from
LSBU in the timeframe and completion of a paper copy or electronic copy (via email) was
requested from the four personal tutors at Morley College.
Since the data collection and analysis for this project were small scale, the percentages were
calculated with the calculator on the computer.
Results
The completed surveys from 15 randomly selected learners on relevant Access courses at
Morley College to the progression agreement with LSBU were analysed. This was a
representative sample of the target learner population. 10 learners in the sample population
had applied to courses within the Faculty of Health and Social Care and 5 learners in the sample
population had applied to courses within the Faculty of Arts and Human Sciences. As previously
discussed this was to show a more proportionate learner view as there were more learners on
Access courses that would potentially lead them to choose courses run by the Faculty of Health
and Social Care. In addition, 4 personal tutors from Morley College and 2 representatives from
LSBU were requested to complete separate surveys. As the study was to gain feedback in order
to inform further potential areas for embedding the partnership agreement in the next
academic year, simple descriptive statistics and relationships between variables are reported
here.
 Response rate
The response of the personal tutor surveys was 100% (4 out of 4). The response rate for the
LSBU representatives was 100% (2 out of 2) completion of the survey in the timeframe.
6
Out of the 15 randomised learners the total response rate was 7 completed learner surveys,
which was 47%. However, out of the 10 learners who had applied to courses within the Faculty
of Health and Social Care, six were interviewed between 28th February and 11th March 2011
(60%). Out of the learners who had applied to courses within the Faculty of Arts and Human
Sciences, one completed the survey via email (20%). It is important to note that this learner had
also applied to courses that were included within the Faculty of Health and Social Care, which
meant that 100% of the learners that completed the survey were applying to a course within
the Faculty of Health and Social care at LSBU and 14% were also applying to courses in the
Faculty of Arts and Human Sciences at LSBU.
One learner was excluded from the study as they didn’t meet the criteria of studying a current
relevant Access course at Morley College, because they were reapplying to UCAS through
Morley College having completed the Access course in the previous academic year (2009-2010).
Three learners were non-contactable, as they didn’t return follow-up telephone calls or emails
(two telephone messages and two emails were sent). One learner chose not to take part for
unspecified reasons. Three learners agreed to complete the questionnaire by email but didn’t
subsequently reply despite follow-up contact by telephone and by email.
Although the overall learner response rate was low, 100% of the learners that completed the
survey were applying to a course within the Faculty of Health and Social care at LSBU and 14%
were also applying to courses in the Faculty of Arts and Human Sciences at LSBU. This still
represented the original higher proportion of feedback being aimed for from those learners
applying to courses within the Faculty of Health and Social care at LSBU. Therefore, it was
considered that because only feedback about related experiences of the Progression
Agreement was being sought, it was still meaningful to evaluate any trends in the responses for
comparison and correlation to the personal tutor and LSBU representative surveys (both with
100% response rate). In this way any non-response bias could be put into a clearer context for
discussion, since all of the completed surveys were from learners applying to the Faculty of
Health and Social Care.

Learner Survey Results (see appendix 1 for the Learner Survey and related questions in
the following results section)
Results from the Background Information section of the Survey
57% of the learners that completed a survey were studying on the Nursing Access Course at
Morley College; 29% were studying on the Midwifery Access Course; 14% were studying on the
Social Work Access Course (relating to question 1). Question 3 indicated that all learners were
applying to a course within the Faculty of Health and Social care at LSBU and 14% were also
applying to courses in the Faculty of Arts and Human Sciences at LSBU.
The most popular answer for question 2 of why learners had chosen to study at Morley College
specifically was because of location (86%). 14% of learners chose Morley because they liked it
the most.
The most popular answer for why they had chosen LSBU to study specifically was also because
of location (71%). 29% of the learners chose solely on its good reputation/expertise, 29% added
‘good facilities’ to their reasons and 14% added that family members had studied there
previously (relating to question 4).
All learners had completed their main secondary education in the UK. 43% of the surveyed
learners achieved one level 3 qualification as their highest level of qualification prior to applying
7
to their current Access Course. 33% of these level 3 qualifications was an ‘A’ level. The majority
were equivalent qualifications (67%). 14% had no prior qualifications and 43% of learners
achieved level 2 (relating to questions 5 and 6 respectively).
57% of the learners had got prior volunteering or work experience in their chosen area of study.
86% of learners expressed the motivation to work towards a particular specialism in their
future profession (relating to questions 7 and 8 respectively).

Results from the Pre-UCAS Application to LSBU section of the learner’s survey
All learners indicated from question 9 of the survey that they were made aware of the
progression agreement solely via their personal tutor.
From question 10 it was indicated that most learners found this information relevant (71%) and
accessible (57%). However, there were a number of learners that didn’t know if the information
was accurate (57%), clear (57%), consistent (43%) or effective (43%). 43% of the learners felt
that the information wasn’t consistent or effective (see chart 1).
80
70
60
50
40
30
20
10
0
Yes %
No %
Don't Know %
No %
Yes %
Don't Know %
Chart 1: How student's found the information about the progression agreeement with LSBU
The general academic entry requirement for all applicants completing an Access Course onto
any of the undergraduate courses included in the partnership agreement with the Faculty of
Health and Social Care at LSBU is a Pass in a QAA recognised Access to Nursing course (45
credits Level 3 including 30 at merit grade). There is no specified grading for a pass with the
partnership agreement with the Faculty of Arts and Human Sciences at LSBU. It was assumed
that the learner’s were already aware of the general academic entry requirements before
starting their Access course at Morley College or after induction. From question 11 of the
survey regarding the learners’ understanding of the progression agreement with the Faculty of
Health and Social Care, the responses were reasonably close between learners who understood
the agreement to mean guaranteed an interview if their personal statement met the criteria
(43%), guaranteed a place with conditions (29%), and those who couldn’t remember the details
(29%) (refer to chart 2 below). The progression accord with the Faculty of Health and Social
8
Care does emphasise that a learner’s UCAS personal statement must meet the criteria for
proceeding to interview. Although most of the learners did have an accurate understanding of
the progression accord, this represented less than half of them surveyed (43%). This suggests
that there was not an overall clear understanding amongst them.
Garanteed a place
Guaranteed a place with certain
conditions
Guaranteed interview if
personal statement meets the
criteria
Can not remember the details
Chart 2: Students' understanding of the progression agreement for the Faculty of
Health and Social care
Question 12 showed that the majority of learners (71%) were made aware of the process
involved at LSBU once applications were received e.g. additional tests or interview and any
particular entry requirements for their chosen course at LSBU. Table 1 shows that of the
learners that were aware of the process involved at LSBU, 80% of learners used the LSBU
website to get this information, 40% were told by their personal tutor, 20% said that the
information came from UCAS and 20% said that the information was given at an LSBU Open
Day. 29% of all the learners were not aware of the process at LSBU after they sent their
application.
Table 1: Awareness of the LSBU process after applications are received
Learner awareness
Number of learners (%)
Learners aware of the
process at LSBU after
application
5 (71%)
Learners not aware of the
process at LSBU after
application
2 (29%)
% Resources that Informed the
Learner (more than one
resource could be indicated)
80% used LSBU website
40% informed by personal tutor
20% informed by UCAS letter &
website
20% informed at LSBU Open Day
9
Question 13 identified that 86% of learners were aware of any grants, bursaries and
scholarships that could be applied for to support their future studies at LSBU. Table 2 shows
that of these learners 67% received information from their personal tutor. 33% obtained the
information from the LSBU website, 17% by the UCAS website and 17% from a visit to LSBU.
Table 2: Awareness of any grants, bursaries and scholarships that could be applied for to
support studies at LSBU
Learners awareness
Number of learners (%)
Aware of any grants,
bursaries and scholarships
that could be applied for
support your studies at LSBU
Not aware of any grants,
bursaries and scholarships
that could be applied for
support your studies at LSBU
6 (86%)
% Resources that Informed the
Learner (more than one
resource could be indicated)
17% informed by visit to LSBU
33% informed by LSBU website
67% informed by personal tutor
17% informed by UCAS website
1 (14%)
Question 14 highlighted that 57% of the learners surveyed participated in some kind of
relevant activity or talk in relation to their application to LSBU. Table 3 shows that of these
learners, 75% of them attended the visit to LSBU in the first term for the Nursing Access
learners that was organized through Morley College. 50% also attended an Open Day at LSBU.
43% of all learners did not participate in any relevant talks or activities.
Table 3: Learner’s participation on relevant activities/talks to their LSBU application.
Learners participation
Number of learners (%)
Participated in relevant
activities or talks in relation
to application to LSBU
4 (57%)
Did not participate in
relevant activities or talks in
relation to application to
LSBU
3 (43%)
% Type of activities/talks
attended (more than one could
be indicated)
75% visited LSBU in the first term
as a Morley College activity for
Nursing Access learners
50% attended an Open Day at
LSBU
When asked in question 15 for any suggestions of how improvements to the information and
activities could be made, all of the learners surveyed (100%) responded with the suggestion of
developing a handout/leaflet of information regarding the progression agreement with LSBU.
Other suggestions of how LSBU or Morley may improve the information and activities relating
to the progression agreement included a poster or information on the notice board/website
(14%), a specific tutorial on the progression agreement (14%), check learners’ understanding of
the agreement somehow e.g. a short questionnaire (14%) and to practice mock papers on
English/Maths tests (14%) (See chart 3).
10
100
80
60
40
20
0
Suggestion (%)
Suggestion (%)
Chart 3: Students' suggestions for developing information on the progression agreement
Regarding the UCAS application form, question 16 asked learners if they had included the
progression agreement on their UCAS form, and the responses were unanimous. They all
(100%) indicated that they had not included this on the UCAS form anywhere. It was also
evident from the response to question 17 that all the learners (100%) had received no specific
advice on where to include the progression agreement on the UCAS form. However, in terms of
support for completing the UCAS personal statement, all learners (100%) gave positive
responses to question 18 and felt that they had been given adequate support with writing their
personal statements.
When learners were asked if they had applied for any relevant work experience in support of
their application to LSBU (in question 19), the majority said that they hadn’t (71%). 29% said
that they had done previous relevant work experience. Question 20 ( appendix 1) showed that
only 14% of the learners indicated that they had been made aware of specific places to apply
for relevant work experience for their chosen course at LSBU and that it was their Personal
Tutor who gave them this information. However, 86% said that they hadn’t been given any
information about relevant work experience to support their course choice. This later statistic
supports the Personal Tutors’ responses of 100% indicating that they had not given specific
information to learners about work experience to support their applications to LSBU.
 Results from the Post-UCAS Application to LSBU section of the learner’s survey
Learners were asked about how the progression agreement information and activities helped
to motivate them as a learner whilst on their Access course (question 21). 100% of the learners
indicated that the information and activities had not helped them in their studies.
When learners were asked in question 22 if they felt they were appropriately prepared for the
interview process with LSBU, 57% replied that they were appropriately prepared. Of these
learners 50% said that the interview information and mock tests sent by LSBU were useful, and
50% said the mock interview with their Personal Tutor was useful for this. 43% of learners
replied that they didn’t feel appropriately prepared for the interview process and of these
11
learners 67% of them wanted mock interviews and 33% wanted more specific guidance about
what LSBU were looking for in the interview (see Table 4).
Table 4: How learner’s felt about their interview preparation
How prepared learners felt
about the interview process at
LSBU
Learners felt they were
appropriately prepared for the
interview process with LSBU
Number of learners (%)
Learners felt they were not
appropriately prepared for the
interview process with LSBU
3(43%)
4(57%)
% of feedback themes
regarding the interview
process
50% found interview information
and mock tests sent by LSBU
useful
50% found the mock interview
with their Personal Tutor useful
67% wanted a mock interview
33% wanted more specific
guidance about what LSBU were
looking for at interview
When learners were asked in question 23 about the role that the progression agreement with
LSBU has played for them with increasing the opportunities of successfully progressing to
Higher Education, 86% felt it played no role in increasing their opportunities of successfully
progressing into Higher Education. 14% felt it played a minor role in this respect.
In addition, 86% felt that the information and activities regarding the progression agreement
with LSBU had not increased their confidence of entering into Higher Education (question 24).
14% felt that the information and activities regarding the progression agreement with LSBU had
been of some help with increasing their confidence in this respect.

Personal Tutors from Morley College Survey (see appendix 2 for the Personal Tutors
Survey and related questions in the following results section )
The time scheduled for learner tutorials was varied from one hour to four hours per week.
Question 1 indicated that two of four (50%) relevant Access courses received 1 hour; one
course received 2 hours (25%); one course received 4 hours (25%). Personal Tutors indicated a
variable use of tutorial time to discuss the progression agreement in question 2. 25% delivered
a 30 minute initial tutorial and then referred to it as required. 75% didn’t discuss the
progression agreement with LSBU specifically in tutorial time. However, of these tutors 33%
had discussed it previously at interview.
100% indicated that they didn’t use personally prepared teaching materials or other resources
from Morley College when discussing the progression Agreement (question 3 and 5) but all
would like to use a prepared college booklet on the progression agreement and 25% indicated
that they would also like to use a prepared college PowerPoint presentation from question 4.
The personal tutor survey highlighted in question 6 that activities in relation to the progression
agreement with LSBU were only arranged for learners on the Nursing, Midwifery or Health and
Human Sciences Access courses. In question 7, the personal tutors surveyed gave suggestions
for future additional knowledge transfer activities with LSBU of open access of the LSBU library
for Morley College learners (25%); use of a laboratory (25%) and a talk by a LSBU social work
lecturer (25%).
12
All personal tutors indicated in question 8 that there was dedicated time in tutorials for
completion of the UCAS applications. The actual length of time dedicated to this varied from
about 12-26 hours during the first term but seemed to be generally inline with the different
amount of scheduled tutorial time for learners across the relevant courses. When the personal
tutors were asked in question 9 if they had advised where learners should indicate the
progression agreement on the UCAS form, 100% confirmed that they didn’t give this
information to learners. Further feedback provided from the Personal Tutor survey explains
that this information was not available to them in order for it to be passed onto the learners
whilst completing their UCAS applications.
All personal tutors indicated in questions 10 and 11 that they hadn’t provided specific
information to learners regarding work experience, grants, bursaries and scholarships that
could be applied for to support their application and future studies at LSBU. However, 75% said
that they had covered general aspects of career advice during learner tutorials and that an
additional resource of a career advisor was available for learners to book one to one sessions
with in question 12.
Regarding potential future activities for learners involved with relevant courses of the
progression agreement, question 13 showed that 75% of the personal tutors chose a specific
career short talk by LSBU staff of relevant programmes of the progression agreement. 25%
chose further career advice from a NHS representative, a general higher education event and
specific advice from working nurses/midwives.
All personal tutors said in question 14 that they didn’t get any feedback from the LSBU
representatives regarding the progress of their students’ applications/selection process.
The staff development opportunities chosen by the personal tutors in question 15 were 25% for
guidance on higher education finance, 50% for advice on using the online UCAS ‘Apply’ system
as an advisor and 25% for using the UCAS Track system. Further feedback was given to suggest
in-house training for standardisation of personal tutors at Morley College regarding the UCAS
application process. LSBU staff could also attend.

Representatives from LSBU survey (see appendix 3 for the representatives survey and
related questions in the following results section )
The LSBU representative survey question 1 confirmed that all representatives surveyed had
been involved with relevant talks and knowledge transfer activities with Morley College. The
activities varied as shown by question 2 but open days and taster/departmental days for
relevant courses of the progression agreement with LSBU were consistently offered during the
first term. The Faculty of Arts and Human Sciences also offered an Exclusive Partners day to all
their partners, including Morley College.
The LSBU representative survey confirmed that learners on the Nursing, Midwifery or Health
and Human Sciences Access courses had attended a tour and talk at LSBU and a shared teaching
experience at Morley with a LSBU staff member. The learners on the Social Work, Social
Science, Media Studies and Humanities Access courses did not have additional knowledge
transfer activities arranged in terms one or two 2010-11. The representative for the Faculty of
Arts and Human Sciences indicated on the survey that a specific invitation for the Media Studies
Access learners had been offered to introduce the Arts Management degree that ran at LSBU
but that this hadn’t yet been arranged and that no Open Days or departmental days had yet
been attended by any Morley College learners.
13
The survey indicated in question 3 that the existing knowledge transfer activities at both
relevant Faculties at LSBU covered many important areas including curriculum advice, general
advice about higher education as a student, experiential sessions, meeting current students,
the interview process, information about open days and financial information. The Faculty of
Health and Social Care didn’t cover where to indicate the progression agreement on the UCAS
application but the Faculty of Arts and Human Sciences did cover this on their handout at the
Exclusive Partners day. Neither faculty advised of any relevant work experience that may
strengthen applications for their programmes.
The survey question 4 indicated that both relevant faculties at LSBU had existing prepared
materials for the Open day and the Faculty of Arts and Human Sciences also had a specific
handout regarding the progression agreement courses with Morley College. Although no
University resources were currently specifically used to communicate advice and guidance
regarding the progression agreements with LSBU, it was indicated in question 6 that the Faculty
of Arts and Human Sciences is aiming towards a dedicated website page for this purpose.
When surveyed in question 7, it was indicated that the central admissions department at LSBU
relied on section 3f being completed on the UCAS form to inform them that it was from a
progression agreement applicant. Currently admission tutors need to request the information
specifically but the survey also indicated that the Faculty of Arts and Human Sciences were
currently exploring an automatic system of communicating this information from central
admissions to the Admission tutor. The survey showed in question 8 that feedback was given
direct to the applicant by the Faculty of Health and Social care if an applicant failed during the
selection process at the tests or at interview. Central admissions would inform the applicant.
No date for the annual meeting with both LSBU and Morley College representatives had yet
been confirmed but this was suggested for the summer term 2010 (question 9). A mid-year
meeting was also suggested by 50% of the LSBU representatives for next year after the UCAS
applications had been sent by UCAS Advisor Track (possibly mid-February 2012) to discuss the
progression agreement and any learners that had applied from Morley College.
Further development of the knowledge transfer activities were suggested in question 10 such
as continuing to pursue the invitation of a staff member introducing the Arts Management
programme to Morley College learners. Ideas also included potential participation in existing
projects such as the ‘Learning to Learn’ series of three sessions in relevant subjects. These
sessions gain 10 UCAS points towards their application.
Discussion of the results of all three surveys
Progression Agreement Information – Its use and interpretation
Whilst most learners surveyed found the information regarding the progression agreement
relevant (71%) and accessible (57%) from question 10, it should be noted that the only source
of information was their personal tutor as indicated in question 9 (see appendix 1). Up to 57%
of learners didn’t know if the information was accurate, clear, consistent or effective and 43%
felt that it wasn’t consistent or effective. Since their only resource about the progression
agreement was their personal tutor, it is possible that these learners were unable to compare
14
this information with any other resources to feel that they were able to make a definite
decision about them or feel that information was more consistently portrayed. The results
however show a positive relationship with relevant and accessible information via their
personal tutor but perhaps a wider range of available resources could support the role of the
personal tutor more effectively to allow them to refer learners to alternative resources as
necessary. This appears to also be supported by the personal tutors that were surveyed. 100%
indicated in question 5 (see appendix 2) that they hadn’t used any other resources at Morley
College to provide information to learners and this was a similar indication from both of the
relevant faculties at LSBU (question 6; see appendix 3). Furthermore, 100% of the personal
tutors indicated that they would like to use a prepared college booklet on the progression
agreement and 25% also indicated that they would like to use a prepared college PowerPoint
presentation (question 4; see appendix 2). Whilst one faculty at LSBU has already produced a
handout of information regarding the progression agreement courses, there could be even
more consistency if both faculties used a specifically tailored handout. These could both then
be used by personal tutors at Morley College at induction. It seems that the more consistent
use of handouts by LSBU and the development of materials, such as a booklet on all progression
agreements with Morley College could also be of use in disseminating information for both
tutors and learners alike.
The survey showed that most learners (71%) were aware of the additional tests, interview and
any particular entry requirements for their chosen course at LSBU (question 12; see appendix
10. However, the results from question 11 (see appendix 1) showed that less than half of those
surveyed (43%) understood the agreement to mean guaranteed an interview if their personal
statement met the criteria. However, there were split results of 29% for those learners that
understood the progression agreement to mean they were guaranteed a place with conditions
(29%), and those who couldn’t remember the details (29%). As less than half of the surveyed
learners chose the correct definition of the terms of the progression agreement with the
Faculty of Health and Social Care, it seems that the overall learners’ understanding of the
progression agreement with the Faculty of Health and Social Care was unclear (See chart 2).
This may be seen to support the learner’s suggestions in general to develop the information
and activities regarding the progression agreement as shown in chart 3. Their suggestions
strongly supported the development of some additional written information, perhaps in a
leaflet format (100%). Other suggestions for disseminating information included placing
information on the Morley College website and notice boards. The suggestion of delivering a
specific tutorial could potentially include both of the other suggestions of checking learners’
understanding of the progression agreement as well as provide examples of mock
English/Maths papers used in the selection process. There seems to be a good correlation
between the Personal Tutors indicating that they would like to use a prepared information
booklet and PowerPoint presentation (potentially for tutorial use) and with the learners’
suggestions to develop an information leaflet and have a specific tutorial delivered. Currently,
the Personal Tutors indicated a variable use of tutorial time to discuss the progression
agreement in question 2 (see appendix 2). 25% delivered a 30 minute initial tutorial and then
referred to it as required. 75% didn’t discuss the progression agreement with LSBU specifically
in tutorial time. Therefore, by agreeing the length, scheduling and content (perhaps a prepared
PowerPoint as suggested) of an initial tutorial on the learners across courses may be provided
with effective continuity of information regarding the progression agreement.
15
A specific review of current information and marketing materials from Morley College and LSBU
has been included here to help further inform any potential future developments indicated by
the survey. This is also an aspect that formed part of the monitoring process of the model for
‘Embedding a Progression Agreement’ that has been developed from this project and so its
criteria of reviewing for clarity and accuracy was applied. The website could be a resource to
access general information about the progression agreement for both tutors and learners at
Morley College. Currently, the news article from November 2010 about the progression
agreement with The Faculty of Health and Social Care at LSBU is available on the Morley College
website if a detailed search is carried out under ‘news’ (see appendix 4 for marketing materials:
Morley news). It indicates that an immediate interview at LSBU is given upon satisfactory
completion of studies for health students. Whist it may be assumed that the learner’s were
already aware of the general academic entry requirements before starting their Access course
at Morley College or after induction, this could perhaps be clearer if it had clarified that 30
credits at level 3 should first be achieved at merit, along with a personal statement that meets
the Faculty of Health and Social Care’s criteria before students would be invited to the selection
day, including an interview.
The course guide for 2010-11 couldn’t include information about the progression agreements
with LSBU because of the timing involved with its publication. However, there is some general
information included in the new Access Course guide for 2011-12 for Morley College (see
appendix 4 marketing materials: for the section of the Access course guide of Frequently Asked
Questions). It explains that Access learners who successfully complete the UCAS personal
statement are guaranteed interviews for the linked higher education course. As discussed
above, this part of the application is strongly emphasised by the Faculty of Health and Social
Care in particular, but perhaps also providing more specific conditions of the terms for the two
different progression agreements could help to clarify them for learners. For example, clarifying
that the Faculty of Arts and Human Sciences only requires that learners pass the Access course
(with no specified grading as with the Faculty of Health and Social Care) and then they are
guaranteed a place on their chosen programme at LSBU, whereas those applying to the Faculty
of Health and Social Care should expect to be invited to the selection process. This may help
clarify the different expectations for Access learners applying for courses in the two LSBU
faculties. These are aspects that can be developed to explore the possibilities of a dedicated
space on the website for the academic year 2011-12 and to clarify the information in future
Access course guides.
It was indicated in the learner survey that the LSBU website was successfully used to locate
information regarding grants, bursaries and scholarships that could be applied for to support
their future studies at LSBU (see table 2). The LSBU website is also clear in its course guides for
the two faculties as to what the requirements for Access learners are for the specific courses.
Although, perhaps the guides for the Faculty of Health and Social Care may have been clearer of
the importance of the selection process, including both the tests and the interview stages (see
appendix 4 marketing materials: BSc (Hons) Adult Nursing example). This requirement of a
‘staged’ process on selection day may be further clarified by the use of the wording ‘selection
process’ rather than just ‘interview’ in the progression accord document as well. The news
article on the agreement between Morley College and the Faculty of Health and Social Care
could be found in the ‘news archive’ on the LSBU website (see appendix 4: LSBU news). Whilst
there is no current dedicated space on the LSBU website informing of their progression
16
agreements, the continued current development of a dedicated webpage by the Faculty of Arts
and Human Sciences on the LSBU website would potentially be a very useful resource for all
tutors and learners in the near future.
Knowledge Transfer Activities
The results from question 14 (see appendix 1) indicated that over half of the surveyed learners
(57%) participated in some relevant activity or talk in relation to their application to LSBU (see
table 3). Of these 75% attended a visit to LSBU arranged by Morley College for the Nursing
Access learners and 50% attended an Open day. However, 43% of the surveyed learners did not
participate in any relevant activities or talks in relation to their application to LSBU. This result
may be a reflection of the higher number of surveyed learners being on the Access to Nursing
Access course that completed the questionnaire (57%). Of the 43% of learners that didn’t
attend any activities, this was made up from 100% of learners on the Midwifery Access course
that completed the questionnaire. However, the personal tutor survey results of question 6
(see appendix 2) showed that an activity was arranged for the Midwifery Access course and a
lecturer from LSBU shared the delivery of a health science lecture at Morley College. This is only
a representation statistic of approximately 13% of the total number of learners on the
Midwifery Access course. Therefore the uptake of this activity is unlikely to be very accurately
portrayed in this statistic. The LSBU representative survey results confirmed their involvement
with the above activities (from question 2; see appendix 3) and also indicated that a number of
additional taster days and Open Days had been run in the first term. Perhaps there is scope for
more widely advertising these additional activities and dates to Morley College learners to help
improve uptake of these opportunities. The personal tutor survey results of question 6 (see
appendix 2) also showed that the Health and Human Science Access learners had two visits to
the library at LSBU but these were not represented in the learner questionnaire results as no
learners from this course completed a questionnaire.
The personal tutor survey results of question 6 (see appendix 2) highlighted that activities in
relation to the progression agreement with LSBU were only arranged for learners on the
Nursing, Midwifery or Health and Human Sciences Access courses. These included a tour and
talk at LSBU and a shared teaching experience at Morley with a LSBU staff member. The
learners on the Social Work, Social Science, Media Studies and Humanities Access courses did
not have additional activities arranged in terms one or two 2010-11. The representative for the
Faculty of Arts and Human Sciences indicated on the survey for question 2 (see appendix 3) that
a specific invitation for the Media Studies learners had been offered to introduce the Arts
Management degree at LSBU but that this hadn’t yet been arranged. However, during the
duration of this project fresh links have been made in arranging this opportunity for the Media
studies learners at Morley College. The LSBU representative for the Faculty of Arts and Human
Sciences also indicated that there had been several Open Days and three invitations to
departmental days for all the partners of LSBU to attend but that these were not yet attended
by any Morley College learners from the relevant Access courses. This suggests that future
collaboration and advertising of these activities could be developed between The Faculty of
Arts and Human Sciences and the Course leaders of the relevant Access courses at Morley
College. The personal tutors surveyed gave suggestions for future knowledge transfer activities
with LSBU of open access of the LSBU library for Morley College learners; use of a laboratory
and a talk by a LSBU social work lecturer. The inclusion of these suggestions on the agenda for
17
the next meeting with the LSBU representatives would be highly beneficial in potentially
extending the current activities.
The UCAS form and application process
The completion of the UCAS form was given a high level of scheduled tutorial support from
personal tutors in the first term (100%) (relates to question 8; see appendix 2). The
effectiveness of this scheduled tutorial time was congruent with a 100% positive response from
the learner’s survey of question 18 (see appendix 1) regarding the effectiveness of support
received when completing their UCAS personal statements. This is very encouraging since the
progression accord for the Faculty of Health and Social Care places much emphasis on the
quality of the personal statements and how they must meet the LSBU criteria before
progressing onto the interview stage. However, the learner’s survey results also showed that
100% of learners were not given advice on where to include the progression agreement on the
form (relating to question 17; see appendix 1), resulting in none of them indicating this on their
applications to LSBU (relating to question 16; see appendix 1). This correlated with the results
from 100% of the Personal Tutors surveyed (in question 9; see appendix 2) to confirm that they
didn’t give this information to learners. Further feedback explains that this information was not
available to the Personal Tutors in order for it to be passed onto the learners whilst completing
their UCAS applications. In addition, the Faculty of Health and Social Care didn’t cover where to
indicate the progression agreement on the UCAS application in their information at knowledge
transfer activities but did indicate that the communication of a progression agreement
applicant to the admissions department relied on section 3f being completed with this
information (relating to question 7; see appendix 3). The Faculty of Arts and Human Sciences
did cover this on their handout at the Exclusive Partners day. This is an aspect for clarification in
the next academic year 2011-12, as the progression accord for both Faculties at LSBU involved
in the progression agreements state that learners should indicate their Access course at Morley
College by inserting the words ‘Progression Agreement’ in Section 3f. This is a further details
information box following the choice of institution given on the UCAS form. Therefore, it seems
that whilst it the consistent scheduled tutorial support for completion of the UCAS form across
the courses is generally effective, it could be fine-tuned to make the progression agreement
clearer on the form in the appropriate place next academic year. This would improve the
efficacy of the central admissions department at LSBU being able to identify when an
application is from a progression agreement applicant.
All personal tutors indicated that they didn’t receive individual feedback on learners’ progress
through the application/selection process at LSBU (relating to question 14; see appendix 2).
This was not an important aspect for those applying to the Faculty of Arts and Human Sciences
overall since the offer of a place was only dependant on passing their Access course and not on
any other additional selection process. However, the more involved selection process for the
Faculty of Health and Social Care sent feedback on learners’ failure either after the
Maths/English test or the interview. This feedback to learners was co-ordinated via the central
admissions department and informed the applicant of their failure at that stage. There wasn’t
any obvious route for gaining individualised or specific applicant feedback for the tutors at
Morley College in order to discuss feedback regarding failure with the learners on their courses
as necessary. This is potentially an area to build a closer communication link to demonstrate an
individualised learner-centred approach to giving feedback on failure with the selection
process. This may be enhanced at LSBU through the continued development to set-up an
18
automatic system of communication between central admissions and admission tutors at the
Faculty of Arts and Human Sciences but ultimately at both of the relevant faculties. The
potential to monitor individual progression agreement applicants in order to give feedback to
Morley College may then develop from this.
Other Relevant Advice Regarding the Progression Agreements
When learners were surveyed about some specific areas of advice that may either directly or
indirectly support their progression onto their chosen programme at LSBU, there were variable
results. There was a strong correlation between 86% of learners (question 20; see appendix 1)
and 100% indication from the Personal Tutors at Morley College (question 10; see appendix 2)
and representatives at LSBU (question 3; see appendix 3) that no specific information was given
to learners about work experience to support their applications to chosen courses at LSBU. This
is a potential area for discussion to explore if this is a purposeful aspect to strengthen the
potential progression of vocational learners when they apply for their chosen course at the
receiving institution or not. 75% of personal tutors indicated that they gave some general
career advice (from question 12; see appendix 2) to learners on their courses but that they
would like more specific and expert career advice to be given by a member of LSBU staff. This is
something that could be discussed as a specific future additional knowledge transfer activity or
to be incorporated into an open day or partners day talk by LSBU staff.
86% of all the surveyed learners indicated that they were made aware of financial information
regarding their future studies (relating to question 13; see appendix 1). Interestingly 67% said
they received information from their personal tutors regarding grants, bursaries and
scholarships that could be applied for to support their future studies at LSBU. However, the
personal tutors indicated that they hadn’t given this information (relating to question 11; see
appendix 2). Since the LSBU website was used by 33% of learners to access this information
(see table 2), then perhaps there is potential for the personal tutors to draw on the LSBU
website information as the verifying resource to this information in future. It should be noted
however, that as the majority (86%) of all the surveyed learners indicated in table 2 that they
were made aware of this financial information, it seems that the aim now may be to enhance
the consistency of where this information is accessed from. This could then complete the
existing financial information package, along with the general NHS bursary helpline and its
support from Senior Bursary Officers for the personal tutors at Morley College.
Over half of the learners (57%) replied to question 22 (see appendix 1) that they felt
appropriately prepared for the interview process at LSBU. There was some discrepancy about
the availability of mock interviews with the Personal Tutor from the results (see table 4) but this
could be rectified in future with a clear scheduling of this exercise in tutorial time.
100% of the learners indicated from question 21 (see appendix 1) that the information and
activities regarding the progression agreements had not helped to motivate them in their
studies whilst on their Access course. This is an aspect that could be reviewed further to more
clearly link learners’ aspirations with progression onto their chosen course at LSBU. This may be
developed by providing more definite links with LSBU throughout the length of the course to
provide services with a learner-centred emphasis by continuing to explore knowledge transfer
opportunities for college learners with LSBU. The particular suggestions of 25% of the Personal
Tutor responses to question 7 (see appendix 2) to potentially gain open access of Morley
19
College learners to the LSBU library and occasional access to the LSBU facilities to help support
learners’ assignments (use of a laboratory or the learning centre), seem to strongly support the
learner-centred approach to nurture the long term study motivation of learners through the
course. It may also be suggested that a strong motivational exercise would be to develop case
studies of successful students from this year’s cohort that progressed onto courses at LSBU and
to invite them to talk to learners applying next academic year to LSBU. This could provide an
additional motivational link.
At present 86% of learners felt the progression agreements with LSBU played no role in
increasing their opportunities or confidence levels of successfully progressing into Higher
Education (relating to questions 23 and 24 respectively; see appendix 1). 14% felt it played a
minor role and had been of some help in increasing confidence levels of successfully
progressing into Higher Education. As less than half of the surveyed learners chose the correct
definition of the terms of the progression agreement with the Faculty of Health and Social Care,
it seems viable that this could additionally impact on their interpretation of its overall role for
them as individuals. It has also been considered that learners may not have all associated the
additional activities such as mock interviews and visits to and from LSBU as part of the
progression agreement package. Perhaps if question 24 that asked ‘Overall, how has the
information and activities regarding the progression agreement with LSBU affected your
confidence of entering into Higher Education?’ had included some examples of the relevant
activities, then the responses may have differed. Nonetheless, taken in the context of the early
developments in embedding the progression agreements between Morley College and LSBU,
the role of the agreements and their effect on learners’ confidence levels of progression into
Higher Education may be expected to improve. This improvement will be actively supported as
the process of information dissemination (and targeted staff development areas), knowledge
transfer activities and monitoring processes of all the elements contributing to this new
relationship continue to be developed.
Whilst every effort was taken to develop an effective and user-friendly survey, it was not
possible to run a pilot of it due to the short timeframe of the project. The survey was however,
scrutinized by Morley College and Linking London managers before its use. In addition, there
was an overall low response rate for one of the surveys (learner survey 43%). However, since
the interview completion method of the survey was successful for the majority of students
applying to courses with the Faculty of Health and Social Care (60%), a good representation
from those students was achieved. This suggests that any future surveys with learners may
achieve overall higher response rates if all surveys are completed by the interview method with
a longer timeframe for their completion.
As the samples of relevant learners, personal tutors and representatives in the receiving
institution were all surveyed for their experiences and views regarding the Progression
Agreement, a wide range of feedback could be collated for evaluation.
20
Conclusion/recommendations for Morley College and LSBU
The information dissemination of the progression agreements with LSBU may be even more
consistent if both faculties used a specifically tailored handout. These could then also be used
by personal tutors at Morley College at induction. There was a good correlation between
personal tutors at Morley College and learners to support the development of institution
materials for disseminating information for both tutors and learners alike, such as a booklet on
all progression agreements with Morley College. Further possibilities of developing a generic
tutor resource (perhaps a prepared PowerPoint as suggested) regarding the progression
agreements may be useful at future induction sessions or in a specific tutorial of new Access
learners at Morley College. Also, by agreeing the length, scheduling and content of relevant
information at induction or in an initial tutorial across relevant Access courses, greater
consistency of information regarding the progression agreements, and aspects such as financial
and career information may be achieved. Whilst some presence was shown on both Morley
College and LSBU websites, it may be a key resource to aim to enhance the future effective
accessibility of information regarding the progression agreements. This would be useful for
Access learners, potential future Access learners and staff alike.
It may be suggested that Morley College includes further clarification between the different
terms of the progression agreements with both faculties at LSBU in its information and
marketing materials to enhance learner expectations of the progression agreement relevant to
them specifically. This may be further clarified by LSBU emphasising the importance of the
‘selection process’ in the progression accord for the Faculty of Health and Social Care.
There is scope for more widely advertising activities and their dates with LSBU to Morley
College learners in general and perhaps more specifically for Access courses involved in the
progression agreement with the Faculty of Arts and Human Sciences. The potential to explore
links with LSBU’s learner facilities such as the library, for the year-long support of Access
learners from Morley could create even stronger motivational potential for learners with their
studies and aspirations to succeed in progressing into higher education. In addition, the
development of case studies of successful learners progressing onto courses at LSBU could be a
useful motivational tool for Access learners.
The support of completing the UCAS form for Morley College learners was effective but the
fine-tuning of these tutorials to ensure that learners included the progression agreement in
section 3f on the UCAS form was an aspect for consideration next academic year. This will
strengthen the efficiency of LSBU central admissions department in identifying applicants of the
progression agreement. The development of a communication link with personal tutors at
Morley College for individual learner feedback on failure through the selection process in the
Faculty of Health and Social Care could potentially enhance a learner-centred approach in the
final stages of their application process.
The effectiveness of other Morley College learner support activities such as preparing them for
an interview on relevant chosen courses has encouraging results already. However, the
discrepancy between how this support is delivered in tutorials across the various Access
courses may be addressed with a balanced approach of an agreed scheduled time that provides
(or offers) mock interviews to all Access learners.
21
These key potential aspects for helping to embed the recent progression agreements between
Morley College and LSBU have been incorporated into the following model for ‘Embedding a
Progression Agreement’ to develop an action plan for showing clear points that will help to
embed the key aspects required for these two institutions specifically. This process will also
help to demonstrate how the proposed model may be applied across other institutions to
similarly show how their progression agreements are being embedded at various stages of the
process.
22
Part Two: Developing a Model for ‘Embedding a
Progression Agreement’.
Rationale for developing a model for ‘Embedding a Progression
Agreement’
The purpose of progression agreements is to ultimately provide a clear and progressive route
for vocational learners into higher education (HE). Therefore, the clarity of intent of the sending
and receiving institutions involved and the transparency and effectiveness of their embedding
mechanisms of the progression agreement are important factors to its success. It may also be
argued that the demonstration of consistency of how a wide range of Progression Agreements
are embedded throughout the Linking London Network is also important in the bigger picture
of the success of the main overall purpose of progression agreements.
The model is not intended to replace any current effective embedding mechanisms that exist
between institutions. Instead, it is hoped that the model may provide an evaluative and/or
developmental framework to integrate key elements of progression agreements and how they
may be embedded. Its aim therefore, is to promote clear and achievable benchmarks for
sending and receiving institutions involved in progression agreements [within the Linking
London Network partners] to promote some commonality throughout their approach to
embedding and owning their progression agreements whether they are already in existence or
in the developmental stages. The focus therefore, is on the promotion of consistent ‘threads’
regarding the organisation, clarity and achievability to how Progression Agreements may be
embedded effectively whilst maintaining flexibility and autonomy of how institutions choose to
embed their individual Progression Agreements. As such, the suggested embedding
mechanisms may be varied as required and the benchmarks may also be altered to specifically
match their purpose for particular progression Agreements but the generic aims could provide
the ‘thread’ that shows consistency in the embedding approaches across the Linking London
Network.
The following suggested model of generic institution’s aims and embedding mechanism
benchmarks could therefore be utilised as the basis of a flexible evaluation tool through an
action plan and monitoring approach using ‘checklist’ type forms to help inform progress at
annual evaluation meetings for instance.
It is hoped that the development of generic aims which can help inform a benchmarking
approach to individualised embedding mechanisms will provide the foundations for sharing
best practice across the Linking London Network regarding embedding Progression
Agreements. See Figure 1 for a flow chart to show how the model of generic aims and
benchmarking of embedding mechanisms may be applied.
The development of the generic aim’s and embedding mechanisms benchmarks that follow has
been informed by the surveys conducted as part of this project. They were specifically
formulated in order to demonstrate the embedding mechanisms of the Progression
Agreements between Morley College and LSBU.
23
Figure 1: Flow chart to show how the model of generic aims and benchmarking of embedding
mechanisms may be applied
Sending Institution’s
generic aims
Sending
Institution
Progression
Agreement
Key elements
of specific
Progression
Agreement
Individualised
formation of
embedding
mechanisms
Receiving
Institution
Individualised
formation of
benchmarks
Receiving Institution’s
generic aims
Generic Institution’s Aims and Embedding Mechanisms
The following generic institution’s aims and embedding mechanisms form the two aspects of
the model of how institutions may clarify intent in relation to their Progression Agreement and
the processes that could be used by sending and receiving institutions to promote transparency
of how their progression agreement is being embedded and owned. As explained above this
model is not intended to replace any existing effective mechanisms or to add rigidity to
individually tailored aims for Progression Agreements. Therefore, the following generic aims
may be interpreted as the ‘threads’ which provide the ‘essence’ for the evaluation or
development of how individualised Progression Agreements (and their specific aims) will show
their commitment to their Progression Agreement through the effective implementation of
embedding mechanisms.
Generic Sending Institution’s (SI) Aims:
1. To ensure that all relevant tutors and learners are aware of the Progression Agreement
and support the related knowledge transfer activities
2. To promote learners’ awareness and achievement of entry requirements for their
chosen course(s) at the receiving institution and related financial aspects of study
3. To facilitate a motivational and organised approach in the support of learners’
applications, and any specific selection processes to their chosen course(s) at the
receiving institution
4. To nominate a liaison tutor to support relevant learners and tutors and who will provide
clear co-ordination of activities, communication and data collection/evaluation between
the sending and receiving institutions
5. To monitor and annually evaluate the embedding mechanisms of the Progression
Agreement
24
6. To visibly promote the Progression Agreement through the sending institution’s
resources and literature
Generic Receiving Institution’s (RI) Aims:
1. To support the knowledge transfer activities and provide clear information on financial
aspects, entry requirements and specific selection criteria for courses involved in the
Progression Agreement
2. To identify specific mechanisms of how relevant learners from the sending institution
can progress onto courses involved in the Progression Agreement
3. To ensure that admission tutors/central admissions are aware that applicants are
making use of a Progression Agreement when they apply
4. To nominate a liaison tutor who will provide clear co-ordination of activities and
communication with the liaison tutor at the sending institution.
5. To monitor and annually evaluate the embedding mechanisms of the Progression
Agreement
6. To visibly promote the Progression Agreement through the receiving institution’s
resources and literature
Embedding Mechanisms
(Developed for the Progression Agreements between Morley College
and LSBU).
The following embedding mechanisms were informed from the key elements of the Progression
Agreements between Morley College and LSBU. In addition, they were informed by conclusions
from the survey part of the project.
The eight embedding mechanisms that have been developed for the Progression Agreement
between Morley College and LSBU are:
1.
2.
3.
4.
5.
6.
7.
8.
Initial information dissemination
Financial information
Knowledge transfer activities
UCAS form completion
When applications are received
Preparation for the selection process
Monitoring and annual evaluation
Nominated person appointed
25
1. Initial Information Dissemination:
Minimum benchmark for sending institution:
a. To provide a handout of key aspects of the Progression Agreement (at induction/specific
tutorial) for relevant courses.
b. Ensure that key information is available on the Website, notice board and in the course
handbook for potential vocational/Access course applicants, current learners and staff.
Best practice for sending institution to aim for:
a. Produce an institution booklet of information of Progression Agreements.
b. Produce a generic PowerPoint presentation for use by all relevant tutors (potentially for
a specific tutorial during induction).
c. To agree key aspects of the Progression Agreement to cover at induction/specific
tutorial and negotiate an agreed minimum timeframe for relevant tutors to discuss
Progression Agreements at induction or soon after.
Minimum benchmark for receiving institution:
a. Provide a handout of specific key aspects of the Progression Agreement for relevant
courses.
b. Maintain an updated website and literature regarding financial aspects, course details,
including the entry requirements, application procedures and selection processes for all
relevant courses. Relevant career advice resources should be referred to this
information for further reading.
Best practice for receiving institution to aim for:
a. Design a dedicated web page for the Progression Agreements for partners of the
receiving institution and links to all other relevant University information for applicants
from vocational/Access courses.
b. Produce an institution booklet of information of Progression Agreements.
2. Financial information
Minimum benchmark for sending institution:
a.
To provide written guidance on key resources for financial information to help support
study at Higher Education institutions.
Best practice for sending institution to aim for:
a.
To provide specific additional financial information from the receiving institutions of
Progression Agreements.
26
b.
To provide financial information in a scheduled tutorial.
Minimum benchmark for receiving institution:
a. To provide updated specific and generic financial information for the partners to readily
access (preferably on the website but this may be in written format e.g. specific leaflet).
Best practice for receiving institution to aim for:
a.
To include financial information at Open Days.
3. Knowledge Transfer Activities
Minimum benchmark for sending institution:
a.
b.
To disseminate information about Open days, Taster days and any other relevant
activities arranged by the receiving institution as they are confirmed throughout the
academic year.
To commit to preparing and supporting learners through the stages of the application
process to the receiving institution and to develop at least one knowledge transfer
activity with the receiving institution e.g. shared teaching experience, meeting current
learners on relevant courses at the receiving institution, staff visits to the sending
institution or learner visits to the receiving institution.
Best practice for sending institution to aim for:
a.
b.
c.
To vary the resources by which information about relevant activities at the receiving
institution is provided to the learners e.g. Use of a Virtual Learning Environment such as
Moodle, email, notice board.
To vary the type and number of opportunities for learners to participate in knowledge
transfer activities throughout the academic year.
To contribute to an organised and learner-centred approach by providing opportunities
to enhance study and successful assignment completion to meet the specific entry
requirements. This could involve supportive ongoing links to the receiving institution’s
services such as library access.
Minimum benchmark for receiving institution:
a.
b.
To provide information to the sending institutions about Open Days, Taster Days and
any other relevant activities arranged by the University as they are confirmed
throughout the academic year.
To develop at least one knowledge transfer activity with the sending institution e.g.
shared teaching experience, meeting current learners on relevant courses at the
receiving institution, staff visits to the sending institution or learner visits to the
receiving institution.
27
Best practice for receiving institution to aim for:
a.
b.
To vary the type and number of opportunities for learners to participate in knowledge
transfer activities throughout the academic year.
To contribute to an organised and learner-centred approach by offering opportunities to
enhance study and successful assignment completion of learners on vocational/Access
courses. Thereby assisting them to meet the specific entry requirements. This could
involve supportive ongoing links to the receiving institution’s services such as library
access.
4. UCAS form completion
Minimum benchmark for sending institution:
a.
b.
To provide support for learners completing the UCAS form and particular guidance on
indicating the Progression Agreement correctly and completing the personal statement.
Send a list of applicants linked to Progression Agreement courses to sending institution
within two weeks of the UCAS deadline (15th January).
Best practice for sending institution to aim for:
a.
b.
To oversee the progression of the UCAS application form and in particular the personal
statement throughout the first term.
To use the UCAS ‘Staff Apply’ online system for ongoing monitoring throughout the
application completion time-frame.
5. When applications are received
Minimum benchmark for sending institution:
a.
To develop a clear and direct communication process with the receiving institution for
potential feedback on learner failure at any stage.
Best practice for sending institution to aim for:
a.
The feedback should be individually discussed with the learner.
Minimum benchmark for receiving institution:
a.
Ensure a system of communication between the central admissions department and the
admission tutors of when a Progression Agreement application has been received.
Best practice for receiving institution to aim for:
28
a.
b.
Develop an efficient direct/automatic communication system between the central
admissions department and admission tutors which communicates when a Progression
Agreement application has been received.
Admission tutors/Central admissions to monitor these applications as appropriate to the
specific selection process for potential individual learner feedback to the sending
institution and applicant on failure at any stage in the selection process.
6. Preparation for the selection process
Minimum benchmark for sending institution:
a.
To include information and guidance on the selection process, including any test
procedures and interview aspects specifically.
Best practice for sending institution to aim for:
a.
In addition to information and guidance on the selection process, to also provide a clear
scheduled preparation activity [such as an exercise with a mock maths/English papers
and a mock interview or other activity] for learners during tutorial time.
Minimum benchmark for receiving institution:
a.
To ensure the selection process for each Progression Agreement, including any test and
interview aspects is clearly detailed for learners and staff of the sending institution.
Best practice for receiving institution to aim for:
a.
b.
To provide a structured and direct approach for disseminating information and guidance
about the selection process to learners and staff at the sending institution during the
first term, such as on the website or during a knowledge transfer visit.
To provide additional supportive guidance as appropriate for any tests incorporated into
the selection process to all applicants when they are invited to the selection day.
7. Monitoring and annual evaluation
Minimum benchmark for sending institution:
a.
b.
c.
To agree an annual meeting between the named representatives of both the sending
and receiving institutions to evaluate consistency of quality and accuracy of progression
agreement terms and requirements
To evaluate annual staff and learner feedback forms regarding information and
knowledge transfer activities
To monitor learner progress through the UCAS system e.g. using the UCAS ‘Advisor
Track’ system until the final destination summary has been received from UCAS.
Best practice for the sending institution to aim for:
29
a.
b.
c.
d.
To collate and evaluate any feedback on individual learners received from the selection
process performance at receiving institutions & if the personal tutor has given feedback
to the individual learner.
To collate and evaluate data of learners achieving the required qualification for
progression, numbers of learners applying via the Progression Agreement and numbers
of learners that successfully enrol on their chosen programme
To follow up non enrolments and monitor diversity factors of learners each year
To review the clarity and accuracy of relevant marketing materials annually
Minimum benchmark for receiving institution:
a.
b.
To agree an annual meeting between the named representatives of both the sending
and receiving institutions to evaluate consistency of quality and accuracy of Progression
Agreement terms and requirements
To evaluate annual staff feedback forms regarding information and knowledge transfer
activities
Best practice for receiving institution to aim for:
a.
To review the clarity and accuracy of relevant marketing materials annually
8. Nominated person appointed
Minimum benchmark for sending institution:
a.
b.
Nominated person to promote clear co-ordination between sending and receiving
institutions to ensure consistency of activities and communication
Nominated person to provide support to learners and tutors at the sending institution
regarding the Progression Agreement activities
Best practice for sending institution to aim for:
a.
Nominated person to be responsible for collecting and evaluating data as set out in 7.
Monitoring, data collection and annual evaluation above for the minimum benchmark
b. and for best practices a; b; c and d.
Minimum benchmark for receiving institution:
a.
Nominated person to promote clear co-ordination between sending and receiving
institutions to ensure consistency of activities and communication
Best practice for receiving institution to aim for:
a.
Nominated person to be responsible for reviewing relevant marketing materials
annually (as in 7. Monitoring, data collection and annual evaluation best practice a.)
30
Part Three: Action Plan and Monitoring Forms for
Morley College and LSBU Embedding Mechanisms
2010-11
The following action plans (see blank examples in appendix 5) have been developed from the
above embedding mechanisms and benchmarks. Each embedding mechanism action point has
been matched to a relevant generic aim to check the consistency of its implementation. The
monitoring forms for each institution in this project have been included to show how they can
be used but it should be appreciated that most of the action points are ongoing as this project
ends before the timeframe of the action points (see blank examples in appendix 6). Therefore
most of the benchmarks will have an ‘in planning process’ sign [∞]. The other signs used on the
forms are given in the key at the bottom of the monitoring forms.
Action Plan for Morley College and LSBU
Action Plan 2010-11 for sending institution: Morley College
Embedding
mechanism
Action required: By
whom
Target
date for
action
point
Minimum
benchmark
achieved
(a,b,c etc)
1. Initial
Information
Dissemination
1) Minimum benchmark
a. – Provide handouts
on the progression
agreement with LSBU at
induction week. Use
LSBU handouts for
consistency: Personal
tutors
2) Minimum benchmark
b. – Develop
Information and make
available on website,
notice board and update
course handbook
3) Best practice a. or b.
1) First
term of
academic
year 201112
1) Minimum
benchmark a
achieved?
2) End of
academic
year 201112
2) Minimum
benchmark b
achieved?
3) End of
Best
practice
achieved
(a,b,c etc)
Related
generic
aim for
sending
institution
(SI:1,
SI:2 etc)
SI:1;
SI:2; SI:6
3) Best
31
2. Financial
information
3. Knowledge
Transfer
Activities
Produce an institution
booklet or a generic
PowerPoint on
progression agreements
with Morley College
4) Best practice c. Agree the length,
scheduling and content
relating to progression
agreement at
induction/initial tutorial:
Personal tutors
Annual Meeting Agenda
point: Explore whether
work experience
guidance to specifically
support choice of HE
programme during the
vocational/Access
course is a purposeful
aspect in strengthening
applications
1) Minimum benchmark
a. – Develop written
guidance on key
resources for financial
information to help
support study at Higher
Education institutions
Staff development
opportunity: Explore
possibilities regarding
finance in Higher
Education
1) Minimum benchmark
a. – To disseminate
information about
open/taster/departmental and partner days
to Morley learners and
throughout the college’s
resources i.e. moodle,
noticeboard, website
2) Minimum benchmark
b. - to standardize of all
access courses in the
progression agreement
academic
year 201112
practice a.
or b.
achieved?
4) Start of
first term
2011-12
4) Best
practice c.
achieved?
1) First
term of
academic
year 201112
1) Minimum
benchmark a
achieved?
SI: 2
1) First
term
academic
year 201112
1) Minimum
benchmark a
achieved?
SI:1;
SI:2;
SI:3; SI:6
2) First
term
academic
2) Partly
achieved.
Minimum
32
4. UCAS form
completion
5. When
applications
are received
6. Preparation
for the
selection
process
to develop at least one
knowledge transfer
activity with the
receiving institution
1) Minimum benchmark
a. – To ensure learners
indicate the progression
agreement correctly on
the UCAS form. Include
this in handouts and
tutorials : All relevant
personal tutors
b. Send a list of
applicants linked to
Progression Agreement
courses to sending
institution within two
weeks of the UCAS
deadline (15th January).
Staff development
opportunity:
In-house UCAS form &
‘Staff Apply’
standardisation
workshop
1) Minimum benchmark
a. – To develop a clear
and direct
communication process
with the receiving
institution for potential
feedback on learner
failure at any stage
2) Best practice a. Any feedback regarding
learner’s selection
process should be
individually discussed:
personal tutors
Staff development
workshop opportunity:
1) Minimum benchmark
a. – To explore
standarisation across all
relevant Access courses
to include information
and guidance on the
year 101112
benchmark
b. completely
achieved?
1) a. First
term
academic
year 201112
1) Minimum
benchmark a
achieved?
1)b. By
end of
January
2012
1) Minimum
benchmark b
achieved?
1) by
second
term
2011-12
1) Minimum
benchmark
a. achieved?
2) second
term
2011-12
1 & 2) First
term
academic
year 201112
SI:2,
SI:3; SI:5
SI:3
2) Best
practice a.
achieved?
1) Partly
achieved.
Minimum
benchmark a
completely
achieved?
SI:2, SI:3
33
7. Monitoring
and annual
evaluation
selection process,
including any test
procedures and
interview aspects
specifically
2) Best practice a. – To
explore standarisation
across all relevant
Access courses to
provide a clear
scheduled preparation
activity such as a mock
interview
1) Minimum benchmark
a. – To agree a date in
the summer term for
the annual meeting
Staff development
opportunity
2) Minimum benchmark
c. - Explore standardised
use of UCAS ‘Advisor
Track’ with relevant
personal tutors: TBC
In-house or external
UCAS ‘Advisor Track’
workshop
3) Best practice a. Collate and evaluate any
feedback on individual
learners received from
the selection process &
provide learner
feedback
4) Best practice b. Collate and evaluate
listed progression
agreement data of
learners
5) Best practice c. –
Follow up non
enrolments and monitor
diversity factors of
learners each year
2) Partly
achieved.
Best
practice a.
completely
achieved?
1)Summer
term 2011
2)Latest
second
term
academic
year 201112
1) Minimum
benchmark
a. achieved?
Minimum
benchmark
b. achieved
2010-11
2) Partly
achieved.
Minimum
benchmark c.
completely
achieved?
SI:5
3)
Academic
year 201112
3) Best
practice a.
achieved?
4)
Academic
year 201112
4) Partly
achieved.
Best
practice b.
completely
achieved?
5) Partly
achieved.
Best
practice c.
completely
achieved?
5)
Academic
year 201112
34
8. Nominated
person
appointed
Best practice a. –
Nominated person to be
responsible for
collecting and
evaluating data as set
out in 7. Monitoring,
data collection and
annual evaluation for
the minimum
benchmark b. and for
best practices a; b; c
and d.
Academic
year 201112
Minimum
benchmarks
a. & b.
achieved
2010-11
Best
practice d.
achieved
2010-11
Best
practice a.
achieved?
SI:1; SI:4
Action Plan 2010-11 for Receiving Institution: LSBU
Embedding
mechanism
Action required/by
whom
Target
date for
action
point
Minimum
benchmark
achieved
(a,b,c etc)
1.Initial
Information
Dissemination
1) Minimum
benchmark a. – The
Faculty of Health and
Social Care to provide
a handout of key
aspects of the
progression
agreement for
relevant courses
2) Minimum
benchmark b. –
Ensure information is
included (in talks or
literature) for
progression applicants
to the Faculty of
Health and Social Care
to indicate
‘Progression
Agreement Morley
1) First
term of
academic
year 201112
1) Minimum
benchmark
a. achieved?
2) First
term of
academic
year 201112
2) Minimum
benchmark
b. achieved?
Best
practice
achieved
(a,b,c etc)
Related
generic
aim for
receiving
institution
(RI:1, RI:2
etc)
RI:1; RI:2;
RI:3; RI:6;
35
College’ in section 3f
of the UCAS form
Annual Meeting
Agenda point: Explore
whether work
experience guidance
to specifically support
choice of HE
programme during the
vocational/Access
course is a purposeful
aspect in
strengthening
applications
2. Financial
Information
3. Knowledge
Transfer
Activities
5.When
applications
are received
1) Best practice a. –
Arrange for course
specific career advice
to be given to Morley
learners by a member
of LSBU staff or
incorporated into
Open day
2) Arrange for LSBU
staff to introduce the
Arts Management
degree to Media
Studies Access
learners
1) Best practice a. –
Continue to develop
an automatic
communication with
central admissions
regarding any
progression
agreement applicant
with admission tutors
in both relevant
faculties
2) Best practice b. Admission tutors/
Central admissions to
decide who will
monitor progression
agreement applicants
First term
of
academic
year 201112
Achieved
Achieved
RI:1
Achieved
1) Best
RI:1; RI:2;
practice a.- RI:6
achieved?
2)Best
practice a.achieved?
1)
Academic
year 201112
2)
Beginning
of second
term
2011-12
Achieved
1) Best
RI:3; RI:5
practice a.achieved?
2) Best
practice b.
achieved?
36
6. Preparation
for the
selection
process
7. Monitoring
and annual
evaluation
8. Nominated
person
appointed
for potential individual
learner feedback to
the sending institution
1) Annual Meeting
Agenda point for
minimum benchmark
a.: Discuss changing
the wording of the
Faculty of Health and
Social Care
progression accord
document of ‘ agree to
interview Morley
students……’ to ‘agree
to invite Morley
students…….to the
selection day’
1) Minimum
benchmark a. – To
agree a date in the
summer term for the
annual meeting
2)Minimum
benchmark b –
Evaluate staff
feedback sheets
regarding information
& activities
3) Best practice a. Review the clarity and
accuracy of relevant
marketing materials
1) Best practice a. –
Nominated person to
be responsible for
reviewing relevant
marketing materials
annually (as in 7.
Monitoring, data
collection and annual
evaluation best
practice a.)
End of
academic
year 201111
1)Minimum
benchmark
a. achieved?
Best
practice b.
achieved
1) Summer 1)Minimum
term 2011 benchmark
a. achieved?
2) End
academic
year 201112
3) End
academic
year 201112
1) End
academic
year 201112
RI:1; RI:2
RI:5
2) Minimum
benchmark
b. achieved?
3) Best
practice a.
achieved?
Achieved
2010-11
1) Best
practice a.
achieved?
RI:4
37
2010-11 Embedding Mechanism Monitoring Form for Sending
Institution: Morley College
Embedding
mechanism
Minimum
benchmark
achieved
a
b
c
Best practice
achieved
d
a
b
c
Related generic aim for
sending institution (SI:1,
SI:2 etc)
d
1. Initial Information
Dissemination
∞ ∞
2. Financial
information
∞
SI:2
3. Knowledge
Transfer Activities
∞ ≈
SI:1; SI:2; SI:3; SI:6
4. UCAS form
completion
∞ ∞
SI:2, SI:3; SI:5
5. When applications
are received
∞
∞
SI:3
6. Preparation for the
selection process
≈
≈
SI:2, SI:3
7. Monitoring and
evaluation
∞ √ ≈
∞ ≈ ≈ √
SI:5
8. Nominated person
appointed
√ √
∞
SI:1; SI:4
Key:
∞ ∞ ∞
SI:1; SI:2; SI:6
Benchmark not in the model
√
Tick indicates completed benchmark
≈
Indicates ‘partly achieved’ benchmark
∞
Indicates ‘in planning process’
38
2010-11 Embedding Mechanism Monitoring Form for Receiving
Institution: LSBU
Embedding
mechanism
Minimum benchmark
achieved
a
b
1. Initial
Information
Dissemination
∞
∞
2. Financial
information
√
3. Knowledge
Transfer
Activities
√
5. When
applications are
received
√
6. Preparation
for the selection
process
∞
7. Monitoring
and evaluation
∞
8. Nominated
person
appointed
√
Key:
c
Best practice achieved
d
√
a
c
d
√
RI:1
∞
RI:1; RI:2; RI:6
∞
∞
b
Related
generic aim
for receiving
institution
(RI:1, RI:2
etc)
RI:1; RI:2; RI:3;
RI:6
∞
RI:3; RI:5
√
RI:1; RI:2
∞
RI:5
∞
RI:4
Benchmark not in the model
√
Tick indicates completed benchmark
≈
Indicates ‘partly achieved’ benchmark
∞
Indicates ‘in planning process’
39
Part Four: Follow-up of the sample of Access Course
Learners at Morley College demonstrating the potential
use of the Model’s data collection process
Rationale for developing data collection practices as part of the
‘Embedding a Progression Agreement’ model.
Data management is becoming even more important with its inseparable relationship with
gaining support from funding bodies and agencies. In December 2010 the ‘Good Data
Management’ guide for Further Education (FE) was endorsed by the Information Authority
(2010). The information authority was set up in October 2006 to set data standards, guidance
and oversee data collection practices in FE in England. The ‘Good Data Management’ guide
emphasises the need to promote consistency with data reporting practices. The approach was
to develop a set of six principles to support existing guidance for FE establishments in the
completion of Individualised Learner Records (ILR). The ILRs are the fundamental data used
within the FE system to show how each establishment is meeting government targets and for
future planning.
The Skills Funding Agency (SFA) (n.d.) was formed after the closure of the Learning and Skills
Council to fund and regulate adult Further Education and skills training in England. The SFA
requires that FE establishments are transparent with the type and quality of provision being
delivered in line with government policy in order to attract funding. Data collection is therefore
a key strategy for any FE establishment. Recent government strategies from the Department of
Business Innovation and Skills (2010a) require minimum levels of performance from FE
establishments and they expect regular publication of information to demonstrate the type and
quality of their provision. This is a part of the ‘bigger picture’ changes that funding in FE
currently faces. Within the recent full report of Skills for Sustainable Growth by the Department
of Business Innovation and Skills (2010b: page 54) it is pointed out that the new government
strategy expects closer relationships between further and higher education institutions to be
forged so they ‘can engage with their local enterprise partnership to ensure alignment between
the economic development priorities and the skills provision available locally’. These
relationships will be based on partnership and agreement. The FE data service (as part of the
SFA) will provide the link between the institutions within the local partnerships and publish the
data regarding what is being delivered and how well. This will demonstrate to the SFA and
others the skills being prioritised in the partnership and their economic justification (2010b:
page 55). Gravatt J. (2011), the Assistant Chief Executive of the Association of Colleges
reinforces the importance of this ‘responsibility of colleges and providers to engage with local
partners’ and ‘continue to monitor the data’. Pettifer M. (n.d.) of the Young People’s Learning
Agency also summarises the essential role that data collection and management now have
40
within FE institutions with ‘ Collect your data well; use your data intelligently; data equals
funding; data measures results; evidence progression’. The message seems clear that local
partnerships must embrace data collection processes as part of providing a transparent
communication with funding Bodies and Agencies regarding their economic decisions. As such,
data collection processes as part of embedding the Progression Agreements between Morley
College and LSBU have been considered and integrated into the overall model of ‘Embedding a
Progression Agreement’ within the Linking London Network. The embedding mechanism
number 7 of the model covers ‘Monitoring and Annual Evaluation’ regarding the Progression
Agreement (refer to page 27 for the minimum benchmarks and areas of best practice for this
embedding mechanism).
Embedding mechanism number 7 covers a variety of aspects for monitoring and evaluation. It is
important to consider annual feedback of learners and tutors regarding knowledge transfer
activities and accuracy of marketing materials for instance. However, it is also extremely
informative for management to collect data regarding learner progression through the UCAS
system, and numbers of learners applying via the progression Agreements, achieving required
qualifications and enrolling on their chosen course. Additional data collection from following up
non enrolments and diversity factors of learners each year could also prove useful to
management when making financial decisions for their institution and partnerships.
Appendix 7 contains examples of Annual Staff and Learner questionnaires that may help to
monitor and evaluate areas covered by the model proposed in this report. In addition, a
Learner Progression form has been included to demonstrate how the key areas from
embedding mechanism 7 regarding learner progression may be collected. This form has been
used to collect data for the sample learners at Morley College in this project to show how it
may be applied to monitor their progression onto their chosen HE courses. As the form follows
the learner through to their potential enrolment onto their HE course, it can not all be
completed for the purposes of this project as it ends before the academic year is completed.
However, the process and purpose of the form is demonstrated up to the point when the
project ends in May 2011. The learner sample group has been coded to maintain anonymity.
See Figure 2 below.
It is difficult to put the data from Figure 2 into a clear context at this stage of the UCAS
applications, as no data from the same stages of the academic year 2009-10 are available.
However, the final destination report for Morley College in 2009-10 indicated that four learners
from a total of 106 UCAS applications from all Access learners enrolled on courses at LSBU.
They were all courses within the Faculty of Arts and Human Sciences. There are no statistics of
how many of the 106 applications were for courses within the two faculties at LSBU.
Early indications from Figure 2 suggest that with two accepted conditional offers and four conditional
offers for courses within the Faculty of Arts and Human Sciences and one unconditional offer, one
accepted conditional offer and two conditional offers for courses within the Faculty of Health
and Social Care that last years final destination figures for LSBU may be improved on even if just
41
one of these learners completes their application process through to enrolment on a course
within the Faculty of Health and Social Care. These offers are only taken from the sample of 15
learners being monitored for this project but if the offers across all 51 learners that applied to
relevant courses at LSBU from the total of 101 UCAS applications from Morley College this
academic year are briefly considered it can be seen from UCAS tracker that two unconditional
and 21 conditional offers have already been made. So far 16 conditional offers have been made
for courses within the the Faculty of Arts and Human Sciences and two unconditional and 5
conditional offers have been made for courses within the Faculty of Health and Social Care.
More meaningful results will be achieved once the final destination report for this academic
year is completed for comparison with last years. However, the trend for this year’s conditional
offers from both faculties at LSBU with a Progression Agreement with Morley College is
encouraging, both from the sample learner monitoring at this stage and from the conditional
offers made across all applications to relevant LSBU courses this academic year.
Figure 2: Learner progression form 2010-11 for the Progression Agreement between Morley
College and LSBU up to April (Sample learner monitoring for the project).
42
The Overall Conclusion:
This project has explored the possibilities of integrating a ‘model’ based on generic aims and
benchmarks to clearly evidence the mechanisms and processes employed in embedding the
Progression Agreements between Morley College and LSBU in a way that is replicable in other
institutions. The proposed model was applied as a flexible evaluation tool to develop an action
plan and monitoring approach to demonstrate transparent and organized collation of
information, experiences and data relating to the embedding of the new Progression
Agreements between the two institutions. The evaluation and data generated through these
mechanisms and processes will assist in future decisions regarding funding and demonstration
of the effectiveness of course provision and delivery between local agreements within FE and
HE.
The key areas for emphasising the development of embedding mechanisms that have been
concluded from this project are:

Information dissemination
The project showed that consistency of information dissemination of both sending and
receiving institutions is an important factor in the tutor’s and learner’s understanding and
experience of Progression Agreements. Factors such as agreeing on the resources used, the
length, scheduling and content of relevant information at induction or initial tutorials, greater
consistency of specific details regarding the Progression Agreements, and the inclusion of
aspects such as financial and career information may all enhance both the tutor’s and learner’s
experience of embedding the Progression Agreements. Key to this aspect was the importance
of providing motivational knowledge transfer activities and promotion of effective
communication of them across both institutions using a variety of resources including the
institution’s websites and learner notice boards.
The embedding mechanisms between Morley College and LSBU that were developed from this
area in the project were:



Initial information dissemination
Financial information
Knowledge transfer activities
Minimum benchmarks for these mechanisms were outlined (page 24) and used to develop an
action plan that integrated the model’s proposed generic aims (see appendix one). These aims
were proposed as a way of providing some ‘essence’ of consistency between the wider
communities of the Linking London partners when embedding Progression Agreements. This
was a key aspect to demonstrating how the model could be replicated between other
institutions. The generic aims that were developed to cover these aspects were:
43
Sending Institution 1, 2 & 6; See page 22 for full list of Sending Institution’s generic aims.
1. To ensure that all relevant tutors and learners are aware of the Progression Agreement
and support the related knowledge transfer activities
2. To promote learners’ awareness and achievement of entry requirements for their
chosen course(s) at the receiving institution and related financial aspects of study
6. To visibly promote the Progression Agreement through the sending institution’s
resources and literature
Receiving Institution 1, 2 and 6; See page 23 for full list of Receiving Institution’s generic aims.
1. To support the knowledge transfer activities and provide clear information on financial
aspects, entry requirements and specific selection criteria for courses involved in the
Progression Agreement
2. To identify specific mechanisms of how relevant learners from the sending institution
can progress onto courses involved in the Progression Agreement
6. To visibly promote the Progression Agreement through the receiving institution’s
resources and literature

Learner support of the UCAS application process and communication between
institutions.
The project showed that the promotion of a motivational and learner-centred approach
throughout the UCAS application and selection processes may enhance the practical elements
of learners’ progressive journeys onto their chosen HE courses. Aspects such as scheduling
agreed tutorials to support UCAS form completion and checking the small details of where to
include the Progression Agreement on the UCAS form e.g. in section 3f were important in the
success of the Progression Agreement application. Tutorials to cover interview skills were
another supportive activity that was highlighted from this project. Developing communication
links between Sending and Receiving Institutions throughout the UCAS application process was
seen as a key learner-centred approach to the application process. This would then enable
individual learner feedback to be discussed with their personal tutor as necessary. The internal
communication between the central admissions department and admission tutors in the
receiving Institution was also found to be an important consideration in the overall
effectiveness of this chain of communication. In addition, the appointment of a nominated
person in each institution was essential in the development of clear communication between
institutions and to maintain a good relationship with the co-ordination of knowledge transfer
activities. The project highlighted that the nominated person in the Sending Institution may also
be required to provide a supportive role to personal tutors and learners regarding the
Progression Agreements, as well as co-ordinate the data collection, monitoring and evaluation
processes.
44
The embedding mechanisms between Morley College and LSBU that were developed from this
area in the project were:




UCAS form completion
When applications are received
Preparation for the selection process
Nominated person appointed
Minimum benchmarks were outlined for these mechanisms (page 26) and integrated into the
action plan (see appendix one).
The generic aims that were developed to cover these aspects were:
Sending Institution 3 & 4. See page 22 for full list of Sending Institution’s generic aims.
3. To facilitate a motivational and organised approach in the support of learners’
applications, and any specific selection processes to their chosen course(s) at the
receiving institution
4. To nominate a liaison tutor to support relevant learners and tutors and who will provide
clear co-ordination of activities, communication and data collection/evaluation between
the sending and receiving institutions
Receiving Institution 3 & 4. See page 23 for full list of Receiving Institution’s generic aims.
3. To ensure that admission tutors/central admissions are aware that applicants are
making use of a Progression Agreement when they apply
4. To nominate a liaison tutor who will provide clear co-ordination of activities and
communication with the liaison tutor at the sending institution.

Monitoring and evaluation
The project demonstrated the wealth of informative feedback that can be gleaned from a
sample of relevant learners and staff directly involved in embedding and experiencing the
benefits of a new Progression Agreement. As such, the importance of considering annual
feedback from learners and tutors regarding knowledge transfer activities and accuracy of
marketing materials of the Progression Agreements was highlighted. It was apparent that local
partnerships must now embrace data collection processes as part of providing a transparent
communication with funding Bodies and Agencies regarding their economic decisions.
Therefore, the project also explored the collection of data regarding learner progression
through the UCAS system (see Figure 2 page 41). This would also enable the numbers of
learners applying via the progression Agreements, achieving required qualifications and
enrolling on their chosen course to be monitored and subsequently evaluated. The project also
highlighted that additional data that followed-up non enrolments and diversity factors of
45
learners each year could also prove useful to management when making financial decisions for
their institution and partnerships.
The embedding mechanism between Morley College and LSBU that was developed from this
area in the project was:

Monitoring and annual evaluation
The generic aims that were developed to cover this aspect were:
Sending Institution 5. See page 22 for full list of Sending Institution’s generic aims.
5. To monitor and annually evaluate the embedding mechanisms of the Progression
Agreement
Receiving Institution 5. See page 23 for full list of Receiving Institution’s generic aims.
5. To monitor and annually evaluate the embedding mechanisms of the Progression
Agreement
Recommendations:
‘Bigger picture’ recommendations:
It is hoped that FE and HE institutions within the Linking London network will embrace the
potential of providing some level of underlying consistency when embedding Progression
Agreements. It is recommended that the Linking London partners consider how the proposed
generic aims from this project may be integrated into existing embedding mechanisms for their
institutions and/or how they may be used as an evaluative tool when exploring the
effectiveness of existing mechanisms across the wider Linking London network.
It is also recommended that Linking London Partners consider how the minimum benchmark
approach may be applied to their institution’s existing embedding mechanisms to potentially
lead to their evaluation. This process of evaluation could then allow the subsequent
development of action plans as a transparent and organised approach to embedding
Progression Agreements.
‘Fine-tuning’ recommendations:
The following recommendations may be seen as a type of ‘check-list’ for embedding individual
Progression Agreements:
o Develop generic tutor resources regarding the Progression Agreements and agree
scheduling, length and content of specific tutorials for relevant learners.
46
o Provide motivational and consistent knowledge transfer activities and supportive
tutorials regarding the selection processes.
o Clarify the specific roles of nominated persons in the Sending and Receiving institutions.
o Maintain effective communication links between nominated persons at the Sending and
Receiving Institutions, including throughout the UCAS application process in particular.
o Review marketing materials and resources such as the institution websites and course
guides to ensure their effectiveness in disseminating accurate and clear information
regarding Progression Agreements.
o Promote a motivational and learner-centred approach to support learners throughout
the UCAS application and selection processes.
o Use clear terminology in progression accords/agreements to avoid misinterpretations.
o Collect and evaluate feedback from relevant learners and staff on an annual basis.
o At a minimum, collect annual data regarding learner progression through the UCAS
system, numbers of learners applying via the Progression Agreements, learners
achieving required qualifications and those enrolling on their chosen course.
47
References:
Department for Business Innovation and Skills (BIS)(2010a) Further Education – New Horizon.
Investing in Skills for Sustainable Growth. Strategy Document November 2010. Strategy point
number 72: Performance management, payment, data collection and audit. Available online at:
http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/s/10-1272-strategyinvesting-in-skills-for-sustainable-growth.pdf [Accessed 26/4/2011].
Department for Business Innovation and Skills (BIS)(2010b) Skills for Sustainable Growth.
Strategy Document. Full report. Available online at:
http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/s/10-1274-skills-forsustainable-growth-strategy.pdf [Accessed 26/4/2011].
Dhillon, B. (n.d.) The Progression Agreement Toolkit. Leap Ahead LLN. University of Derby.
HEFCE (2010) Progression Agreements. Available online at:
http://www.hefce.ac.uk/widen/lln/progress/. Last updated 28/6/2010. [Accessed 22/3/2011].
Gravatt J. (2011) Access to HE and Funding. Association of Colleges Presentation. Available
online at:
http://www.ocnlr.org.uk/news-events-and-publications/access-conference-presentations.aspx
[Accessed 26/4/2011].
Jones, A. (2010) Supporting Vocational Learners Progress to Higher Education: A Guide for
Advisors. Linking London. October 2010.
Linking London (2010) What is a Progression Agreement? Available on line at:
http://linkinglondon.ac.uk/partners/index.php?option=com_docman&Itemid=141&limitstart=1
0 [Accessed on 21/3/2011].
Open.ac.uk. (2011) Questionnaire design. Available online at:
http://design.open.ac.uk/research/documents/QuestionnaireDesignMarch11.ppt [Accessed
12/4/2011].
48
Pettifer M. (n.d.) Data & MI – Looking Forward. Young People’s Learning Agency Presentation.
Available online at:
http://www.ocnlr.org.uk/news-events-and-publications/access-conference-presentations.aspx
[Accessed 26/4/2011].
Skills Funding Agency (n.d.) About us. Available online at:
http://skillsfundingagency.bis.gov.uk/aboutus/ [Accessed 24/2011].
The Information Authority (2010) ‘Good Data Management’ Guide. Available online at:
http://www.theia.org.uk/News/LatestNews/principles.htm [Accessed 24/4/2011].
Whitston, K & Allen, J. (2008) Lifelong Learning Networks and Agreements on Progression – An
Introduction by HEFCE. In the Seminar Report on Progression Agreements and Accords. Lifelong
Learning Networks National Practitioner Forum. May 2008. HEFCE.
49
Appendices:
Appendix one:
Project Learner Questionnaire
Appendix two:
Project Tutor Questionnaire
Appendix three:
Project LSBU representative Questionnaire
Appendix four:
Marketing Materials
Appendix five:
Embedding Mechanisms Action Plans for sending and receiving institutions
Appendix six:
Annual Embedding Mechanisms Monitoring Form for sending and receiving institutions
Appendix seven:
Annual Staff questionnaire
Annual Learner questionnaire
Learner Progression form
50
Appendix one: Project Learner Questionnaire
Dear student,
I am a lecturer at Morley College and I am conducting a survey of the student’s
current experience of the progression agreement between Morley College and
London South Bank University (LSBU). This project has been funded by Linking
London in order to embed progression agreements within the Linking London
Network. As such, this project specifically aims to establish better opportunities
for Access learners at Morley College to increase their opportunities of
progressing to higher education and ultimately to their chosen profession. The
purpose of the project will be to develop information sharing and a programme of
activities for Morley College learners to help integrate them into the experience
of higher education successfully.
Linking London is a network of education partners with the purpose of improving
opportunities for vocational learners to progress into and successfully complete
their studies in Higher Education.
Thank you very much for giving your time to participate in this study. It may take
about 30 minutes.
The contents of this questionnaire are completely confidential and
anonymous and will be used solely in the research project discussed
above and possibly reproduced in publication. If you agree with this
use of the data please sign below
Signature -----------------------------------------
Date ----------------------------
51
Student code:
BACKGROUND INFORMATION
1. Which Access course are you studying at Morley College?
………………………………………………………………………………………………………………………………………………
2. Why did you choose this course at Morley College specifically?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
3. Which course have you applied for at LSBU?
………………………………………………………………………………………………………………………………………………
4. Why did you choose the course at LSBU specifically?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
5. In which country did you complete your main secondary education?
……………………………………………………………………………………………………………………………………………..
6. What was your highest level of qualification prior to applying to your current Access
Course?
………………………………………………………………………………………………………………………………………………
7. Have you got any prior experience or training in your chosen area of study?
Yes
No
If yes, please give details here:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
8. Is there a particular specialism that you are aiming for as your future profession?
Yes
No
If yes, please give details here:
52
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
PRE-UCAS APPLICATION TO LSBU
Please answer the following questions by ticking all the appropriate responses and by writing
your response in the space provided as required.
Part 1: Initial Advice and Guidance
9. How were you made aware of the progression agreement?
Personal Tutor
Morley Moodle
Morley College website
LSBU website
LSBU visit
LSBU Open day
Other
If other ways of making you aware of the progression agreement were used, please
state them here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
10. How did you find the information about the progression agreement?
Relevant
Yes
No
Don’t know
Accurate
Yes
No
Don’t know
Clear
Yes
No
Don’t know
Consistent
Yes
No
Don’t know
Effective
Yes
No
Don’t know
Accessible
Yes
No
Don’t know
11. What is your understanding of the progression agreement?
That you will be guaranteed a place on your chosen
course at LSBU because you meet all the academic requirements
53
That you will be guaranteed a place on your chosen course
at LSBU if you meet certain conditions
That you will be guaranteed an interview for your chosen course at LSBU
if your personal statement meets the criteria for interview
Other
If you have another understanding of the progression agreement, please state it here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………..
12. Were you made aware of the process involved at LSBU once they receive your
application e.g. additional tests or interview and any particular entry requirements on
your chosen course at LSBU?
Yes
No
If yes, how was this information obtained?
Personal Tutor
Morley Moodle
Morley College website
LSBU website
LSBU visit
LSBU Open day
Other
If other ways of making you aware of the process involved at LSBU and any particular
entry requirements on your chosen course at LSBU were given, please state them here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
13. Were you made aware of any grants, bursaries and scholarships that you could apply for
to support your studies at LSBU?
Yes
No
If yes, how was this information obtained?
Personal Tutor
Morley Moodle
Morley College website
LSBU website
LSBU visit
LSBU Open day
Other
54
If other ways of making you aware of any grants, bursaries and scholarships that you
could apply for to support your studies at LSBU were given, please state them here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
14. Did you participate in any activities or talks in relation to your application to LSBU?
Yes
No
If yes, what activities or talks did you attend?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
15. Do you have any suggestions of how LSBU or Morley can improve the information and
activities relating to the progression agreement?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
Part 2: UCAS Application Form
16. Did you include the progression agreement on your UCAS form?
Yes
No
If yes, where did you mention it?
In the ‘Qualifications to be gained’ section
After the name of the institution being applied to [in additional information]
As part of your personal statement
Other
If another place on the UCAS form was used to mention the progression agreement,
please state it here:
55
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
17. Were you given specific advice on where to include the progression agreement on the
UCAS form?
Yes
No
If yes, how was this information obtained?
Personal Tutor
Morley Moodle
Morley College website
LSBU website
LSBU visit
LSBU Open day
Other
If other ways of giving specific advice on where to include the progression agreement on
the UCAS form were given, please state them here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
18. Do you feel that you were given adequate support with writing your personal
statement?
Yes
No
If no, why not?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
Part 3: Work Experience
19. Have you applied for any relevant work experience in support of your application to
LSBU?
Yes
No
If yes, where did you apply for work experience?
56
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
20. Were you made aware of any specific places to apply for relevant work experience for
your chosen course at LSBU?
Yes
No
If yes, how was this information obtained?
Personal Tutor
Morley Moodle
Morley College website
LSBU website
LSBU visit
LSBU Open day
Other
If other ways of giving specific advice on where to apply for relevant work experience
were given, please state them here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
POST-UCAS APPLICATION TO LSBU
21. Since applying for your chosen course at LSBU, how has the progression agreement
information and activities helped you as a student?
By motivating your attendance on the Access course
By motivating your self-study
By motivating completion of course work
Not helped your current studies
Other
If you feel that there are other ways that the information and activities relating to the
progression agreement have helped you as a student since applying to LSBU, please
state them here:
57
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
22. Do you feel that you have been appropriately prepared for the interview process with
LSBU?
Yes
No
If yes, what did you find particularly useful for your interview preparation?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
If no, how could Morley College or LSBU help improve your interview preparation?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
.………………………………………………………………………………………………………………………………………..
23. Overall, how do you feel about the role that the progression agreement with LSBU has
played for you?
It has played a significant role with increasing the opportunities of successfully
progressing to Higher Education
It has played a minor role with increasing the opportunities of successfully
progressing to Higher Education
It has not played any role with increasing the opportunities of successfully
progressing to Higher Education
24. Overall, how has the information and activities regarding the progression agreement
with LSBU affected your confidence of entering into Higher Education?
It has definitely helped to increase my confidence of entering into Higher
Education
It has been of some help with increasing my confidence of entering into Higher
Education
It has not increased my confidence of entering into Higher Education
Thank you very much for taking the time to complete this questionnaire.
58
Appendix two: Project Personal Tutor Questionnaire
Dear Personal Tutor,
I am a lecturer at Morley College and I am conducting a project funded by Linking
London that is aimed at demonstrating effective processes for embedding the
progression agreement between Morley College and London South Bank
University (LSBU). It is also aimed at evidencing the impact of the progression
agreement through developing data collection processes to monitor students’
progress. One aspect of this project will be to explore the students’ experience of
the progression agreement activities and to follow a selection of Morley College
learners through the application process to LSBU. It is also important to identify
and review what practices Morley College and LSBU are currently doing to
support the progression agreement. This will create further opportunities to
develop information sharing and a programme of activities for Morley College
learners to help integrate them into the experience of higher education
successfully.
Linking London is a network of education partners with the purpose of improving
opportunities for vocational learners to progress into and successfully complete
their studies in Higher Education.
Thank you very much for taking the time to participate in this study. It may take
about 20 minutes.
The contents of this questionnaire are completely confidential and
anonymous and will be used solely in the research project discussed
above and possibly reproduced in publication. If you agree with this
use of the data please sign below
Signature -----------------------------------------
Date ----------------------------
59
Tutor code:
GENERAL INFORMATION ON TUTORIAL/ACADEMIC WORKSHOP PRACTICES AT MORLEY
COLLEGE
Please answer the following questions by ticking all the appropriate responses and by writing
your response in the space provided as required.
1. How many hours per week are allocated to the Access learners on your specific courses
for tutorial and/or academic workshop time across the course? Please include study
skills tutorials here too.
………………………………………………………………………………………………………………………………………………
2. Is there any dedicated tutorial time in your students’ timetable that you personally
discuss the progression agreement with LSBU?
Yes
No
If yes, approximately how much tutorial time is scheduled for this?
………………………………………………………………………………………………………………………………………………
If no, how do you personally advise your students about the progression agreement
with LSBU?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
3. Do you have any personally prepared teaching materials to help explain the key aspects
of the progression agreement? i.e. for use in the classroom environment
Yes
No
If yes, please give a short description of the nature of these materials
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
60
Would you be willing to share these materials with me?
Yes
No
If yes, I will contact you to arrange the sharing of these materials. Thank you.
4. In future, would you prefer to use your own specifically tailored teaching materials to
explain the progression agreement to your students or would you prefer to use a shared
and prepared college booklet and/or PowerPoint presentation for use by all Access
Personal Tutors?
I would prefer to use my own materials
I would prefer to use a prepared college booklet
I would prefer to use a prepared college PowerPoint presentation
I would prefer to use both a prepared college booklet
and a prepared PowerPoint presentation
I would prefer to use other prepared forms of teaching materials
If you would prefer to use other shared and prepared forms of teaching materials,
please describe them here
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
5. Have you utilised any resources/services at Morley College (other than specific teaching
materials) to share information and advice regarding the progression agreement with
LSBU?
Yes
No
If yes, what resources have you utilised?
Morley Moodle
Morley College website
Other
If other resources/services at Morley College have been utilised to share information
regarding the progression agreement, please state them here:
61
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
6. Have you organised any activities or talks to support the progression agreement with
LSBU?
Yes
No
If yes, please give a short description of the activities or talks that you have organised to
support the progression agreement with LSBU?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………....................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
7. If you have any suggestions of future activities or talks that tutors from LSBU or Morley
College may develop, please state them here:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
THE UCAS APPLICATION PROCESS
8. Do you currently provide timetabled support for your students in completing the UCAS
form?
Yes
No
62
If yes, how much time (approximately) is given to support the completion of the UCAS
form?
………………………………………………………………………………………………………………………………………………
9. Have you advised your students where to indicate on their UCAS form the words
‘progression agreement Morley’?
Yes
No
If yes, where did you advise the students to indicate ‘progression agreement’?
In the ‘Qualifications to be gained’ section
After the name of the institution being applied to [in additional information]
As part of your personal statement
Other
If another place on the UCAS form was advised for students to indicate the progression
agreement, please state it here:
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
OTHER RELEVANT ADVICE AND INFORMATION
10. Have you advised your students about any relevant work experience that they can
pursue in support of their application to LSBU?
Yes
No
11. Have you advised your students of any grants, bursaries and scholarships that they
could apply for to support their studies at LSBU?
Yes
No
12. Do you cover aspects of career advice as a Personal Tutor?
Yes
No
If yes, please briefly describe how this advice is delivered?
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
63
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………..
If no, what other resources are available to deliver career advice at Morley College?
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
13. Which of the following potential future opportunities of delivering career advice do you
feel your students may benefit from?
Higher Education event delivered by external expert agencies
Specific career short talks by LSBU staff of relevant
programmes of the progression agreement
Generic career advice by an NHS representative
None of the above
Other
If you feel that there are other potentially beneficial ways of delivering career advice to
your students, please state them here:
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………….
14. Do you receive specific feedback from the admission team at LSBU regarding your
students’ applications?
Yes
No
If yes, please briefly describe how and when this feedback is delivered? E.g. via direct
email after interview
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
64
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
15. In which of the following areas do you feel that staff development opportunities
regarding the enhancement of the progression agreement may be developed at Morley
College?
Completing the UCAS form using the online ‘Apply’ system as an advisor
How to use the UCAS Advisor Track system
Providing general career advice as a Personal Tutor
Guidance on advising about Higher Education finance
Exploration of Higher Education qualifications
None of the above
Other
If you feel that other staff development activities regarding the progression agreement may
be beneficial, please state them here:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Thank you very much for taking the time to complete this questionnaire.
65
Appendix three: Project LSBU Representative Questionnaire
Dear LSBU progression agreement representatives,
I am a lecturer at Morley College and I am conducting a project funded by Linking
London that is aimed at demonstrating effective processes for embedding the
progression agreement between Morley College and London South Bank
University (LSBU). It is also aimed at evidencing the impact of the progression
agreement through developing data collection processes to monitor students’
progress. One aspect of this project will be to explore the students’ experience of
the progression agreement activities and to follow a selection of Morley College
learners through the application process to LSBU. It is also important to identify
and review what practices Morley College and LSBU are currently doing to
support the progression agreement. This will create further opportunities to
develop information sharing and a programme of activities for Morley College
learners to help integrate them into the experience of higher education
successfully.
Linking London is a network of education partners with the purpose of improving
opportunities for vocational learners to progress into and successfully complete
their studies in Higher Education.
Thank you very much for agreeing to participate in this study. It may take about
15-20 minutes of your time.
The contents of this questionnaire are completely confidential and
anonymous and will be used solely in the research project discussed
above and possibly reproduced in publication. If you agree with this
use of the data please sign below
Signature -----------------------------------------
Date ----------------------------
66
PRE-UCAS APPLICATION
LSBU Representative code:
Please answer the following questions by ticking all the appropriate responses and by writing
your response in the space provided as required.
1. Have you been involved in or invited Morley College to any relevant talks or activities to
support the progression agreement with Morley College this academic year?
Yes
If yes, please answer the following questions but omit question 5.
No
If no, please go straight to question 5 and continue.
2. What type of activities were you involved in to support the progression agreement with
Morley College? Please give a short description of the activities or talks here:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
3. Which of the following aspects were covered within the talks or activities?
Curriculum advice of relevant faculty courses
General advice about higher education expectations of undergraduate students
Experiential sessions of a lecture/teaching experience at LSBU
Meeting current students at LSBU on relevant courses
The selection processes and terms of the progression agreement
The interview process specifically
Personal statement specifically
Information about Open days
Continued over page………
67
Information of grants, bursaries and scholarships that could be applied
for to support students’ studies at LSBU
Specific advice on where to include the progression agreement on the
UCAS form
Information of any relevant work experience in support of an application
to LSBU
Other
If other aspects were covered in the talks or activities, please state them here:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
4. Do you have any personally prepared materials from these talks or activities?
Yes
No
If yes, please give a short description of the nature of these materials
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Would you be willing to share these materials with me?
Yes
No
If yes, I will contact you to arrange the sharing of these materials. Thank you.
68
5. If you were not involved in any pre-application talks or activities with Morley College
Access students in the academic year 2010-11, what plans do you have for talks or
activities with Morley College for next academic year?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
6. Are there any University information resources/services at LSBU to communicate
advice and guidance regarding the progression agreement with Morley College?
Yes
No
If yes, what University resources are there?
LSBU leaflet on progression agreements
LSBU website
Other
If there are other University information resources/services at LSBU to communicate
advice and guidance regarding the progression agreement with Morley College, please
state them here:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
If no, are there any current plans for developing information resources/services at LSBU
to communicate advice and guidance regarding the progression agreement with Morley
College?
Yes
Please state them here briefly:…………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
No
69
THE POST-UCAS APPLICATION PROCESS
7. What processes are followed by LSBU central admissions staff to ensure that LSBU
admission tutors become aware of any applications from Morley College students? E.g.
direct email, highlight on UCAS form etc.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
8. What best describes the feedback communication between LSBU admission tutors and a
representative at Morley College for progression agreement applications?
Feedback only given if application is unsuccessful before an interview
Feedback only given if the application is unsuccessful after an interview
Feedback only given after the interview stage irrespective of decision
No feedback is generally given
Other feedback processes are used
If other feedback processes are used, please briefly describe how and when this
feedback is delivered to a representative at Morley College?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
9. Has a date been arranged for the yearly meeting of the progression agreement
representatives from LSBU and Morley College?
Yes
No
If yes, please can you state the date here: ……………………………………………………………………..
70
If no, please can you indicate approximately when you aim to arrange the meeting:
Spring 2011
Summer 2011
Autumn 2011
10. If you have any suggestions for staff development activities for both LSBU and Morley
College staff regarding the progression agreement and/or suggestions to develop
student activities, please state them here:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………….…………………………………………..
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Thank you very much for taking the time to complete this questionnaire.
71
Appendix four: Marketing Materials
Morley signs a partnership agreement with London South Bank University.
18 Nov 2010
http://www.morleycollege.ac.uk/news/morley-signs-a-partnership-agreement-with-london-south-bank-university.php
Cass Breen, Deputy Principal - Curriculum & Quality, Morley College and Judith Ellis, Dean of Faculty, London South
Bank University
Morley College has signed a new partnership agreement with London South Bank University
(LSBU) in a major step towards a stronger working relationship between the two educational
institutes.
The partnership agreement means that students on Morley's Access to Higher Education course
in health will now be able to benefit from an immediate interview with LSBU upon satisfactory
completion of their studies.
The partnership agreement shows Morley's enthusiasm and commitment to create, develop and
sustain relationships with other learning institutes, in order to improve opportunities for its
students.
Morley's Access to HE courses allow students to begin to gain the necessary skills needed to go
on to study successfully at university level. The new partnership agreement will benefit students
on the College's health and human science, midwifery and nursing courses.
72
Frequently Asked Questions from
Access to HE Course Guide at
Morley College
http://www.morleycollege.ac.uk/uploaded_files/departments/MOR%206491
%20Access%20Guide%20AW.pdf
What can I progress on to?
Universities recognise the Access to HE Diploma
as an equivalent qualification to A-level or
vocational qualifications, enabling you to apply
for a course at university where this is a minimum
requirement. Morley College has a Progression
Agreement with London South Bank University, so
that learners who successfully complete the UCAS
personal statement are guaranteed interviews for
the linked HE course.
What support will I have?
You will receive detailed advice on your
university application from a personal tutor who
will offer support and guidance throughout the
year. The Access Course Leaders are available
at set times during the week to help with your
problems and concerns. Additional support is
available for those with disabilities and learning
difficulties (see next page).
73
Example of BSc (Hons) Adult Nursing September 2011
entry
http://prospectus.lsbu.ac.uk/courses/course.php?UCASCode=B740
Entry requirements





5 GCSEs/equivalent (C or above) to include Maths and English; plus
200 UCAS tariff points from a minimum of two A-Levels (or equivalent); or
Pass in a QAA recognised Access to Nursing course (45 credits Level 3 including 30 at
merit grade); or
NVQ Level 3 in Care with at least 1 year of relevant work experience; or
A recognised equivalent.
If you are interested in studying at LSBU, please refer to our Standard Entry Requirements
We also consider applications from those who have gained relevant skills through a wide range
of vocational qualifications or responsible experience.
Additional entry requirements
Applicants for this course must also meet the following additional entry requirements.
Applicants are normally interviewed, and, if offered a place, must successfully complete both a
CRB and occupational health check, and provide proof of ordinary residency requirements and
satisfactory references.
How to apply
If you want to study a full-time undergraduate course you should apply through UCAS using
their course codes listed below. You will also need to include the LSBU Institution code, L75
and our Institution name LONSB. The UCAS website explains more about how online
applications work.

UCAS - FullTime - B740
Further information about how to apply for your course.
Last Updated on - Wed 22nd December 2010 at 12:15:33
74
LSBU and Morley College connect in advance of degree only
admissions to nursing
http://www.lsbu.ac.uk/newsphp/newsarchive.php?newsid=596
As part of its commitment to widening participation, London South Bank University
(LSBU) has signed a partnership agreement with Morley College to help students progress
from college into university.
Cass Breen, Morley College's Deputy Principal and
Professor Judith Ellis, LSBU's Executive Dean of
the Faculty of Health & Social Care
With a focus on health care programmes, this
agreement comes ahead of the Government's move
to establish bachelor degrees as the minimum
requirement for entering nursing in 2013.
Brokered by Linking London, an organisation
which enhances opportunities for vocational
learning, the partnership was established through
the University's new Institute of Vocational
Learning in Health and Social Care - the first of its kind in the country. The Institute sits within
the University's Faculty of Health and Social Care which trains one in five of London's nursing
students and according to NHS London is number one for adult nursing and second for learning
disabilities nursing in London.
The partnership will work to forge links between the Faculty's pre-qualifying programmes and
Morley College's Access to Higher Education department. The links are intended to promote
progression to higher education from Morley College and equip students with the skills and
knowledge needed to make the transition into university.
It will also encourage exchanges between academic members of staff in both institutions, which
could include focusing on curriculum development and articulation, learning and teaching
strategies, learner support and learner achievement.
This partnership comes at a time when the nursing sector is raising its minimum qualification
from advanced diplomas to bachelor degrees in an effort to improve standards of healthcare
within the NHS. As a leading educational institution in the sector, LSBU is amongst the first
group of universities to phase out its advanced diplomas. From September 2011, LSBU's nursing
training provision will be exclusively dedicated to degree programmes.
On signing the agreement, Professor Judith Ellis, Dean of the Faculty of Health & Social Care
Health and Social Care at LSBU, said: "Our health programmes are in high demand, and often
students who have attended a vocational based college, like Morley College, are in a favourable
position when applying as they have studied at a high level, had access to hands on skills through
75
work placements and have already made the informed decision to enter the profession, so are
primed to do well.
"In line with the NHS's move to improve health care standards, this partnership will work to
offer college students a greater opportunity to raise their skills and knowledge to university level
and become leaders in best practice across the health and social care sector."
Both institutions will also explore knowledge transfer opportunities which could include
classroom shadowing in both college and university, and providing opportunities for college
students to trial LSBU's cutting edge hospital simulation wards and equipment.
Cass Breen, Deputy Principal of Morley College, added: "There's just a five minute walk from
College to University so we're natural partners. We have an affinity across a number of subject
areas including health so our students will be provided with a clear and comprehensive pathway
into LSBU."
LSBU offers two admission rounds for its nursing programmes - one in March and one in
September. Find out more about LSBU's Faculty of Health and Social Care and how to apply to
its courses.
76
Appendix five: Embedding Mechanisms Action Plans for sending and
receiving institutions
Action Plan 2010-11 for Sending Institution:
…………………………………………………………………………………
Embedding
mechanism
1. Initial
Information
Dissemination
Action
required/by
whom
Target
date for
action
point
Minimum
benchmark
achieved
(a,b,c etc)
Best
practice
achieved
(a,b,c etc)
Related
generic
aim for
sending
institution
(SI:1, SI:2
etc)
SI:1; SI:2;
SI:6
2. Financial
Information
SI:2
3. Knowledge
Transfer
Activities
SI:1; SI:2;
SI:3; SI:6
4. UCAS form
completion
SI:2, SI:3;
SI:5
5. When
applications
are received
SI:3
6. Preparation
for the
selection
process
SI:2, SI:3
7. Monitoring
and annual
evaluation
8. Nominated
person
appointed
SI:5
SI:1; SI:4
77
Action Plan 2010-11 for Receiving Institution:
…………………………………………………………………………….
Embedding
mechanism
1.Initial
Information
Dissemination
Action
required/by
whom
Target
date for
action
point
Minimum
benchmark
achieved
(a,b,c etc)
Best
practice
achieved
(a,b,c etc)
Related
generic
aim for
receiving
institution
(RI:1, RI:2
etc)
RI:1; RI:2;
RI:3; RI:7
2. Financial
Information
RI:1
3. Knowledge
Transfer
Activities
RI:1; RI:2;
RI:7
5.When
applications
are received
RI:3; RI:5
6. Preparation
for the
selection
process
RI:1; RI:2
7. Monitoring
and annual
evaluation
RI:6
8. Nominated
person
appointed
RI:4
78
Appendix six: Annual Embedding Mechanisms Monitoring Form for
sending and receiving institutions
2010-11 Embedding Mechanism Monitoring Form for Sending
Institution: ……………………………………………………………………………………..
Embedding
mechanism
Minimum
benchmark
achieved
a
b
c
Best practice
achieved
d
a
b
c
Related generic aim for
sending institution (SI:1,
SI:2 etc)
d
1. Initial Information
Dissemination
SI:1; SI:2; SI:6
2. Financial
information
SI:2
3. Knowledge
Transfer Activities
SI:1; SI:2; SI:3; SI:6
4. UCAS form
completion
SI:2, SI:3; SI:5
5. When applications
are received
SI:3
6. Preparation for the
selection process
SI:2, SI:3
7. Monitoring and
evaluation
SI:5
8. Nominated person
appointed
SI:1; SI:4
Key:
Benchmark not in the model
√
Tick indicates completed benchmark
≈
Indicates ‘partly achieved’ benchmark
∞
Indicates ‘in planning process’
79
2010-11 Embedding Mechanism Monitoring Form for Receiving
Institution:………………………………………………………………………………………….
Embedding
mechanism
Minimum benchmark
achieved
a
b
c
Best practice achieved
d
a
b
1. Initial
Information
Dissemination
c
d
Related
generic aim
for receiving
institution
(RI:1, RI:2
etc)
RI:1; RI:2; RI:3;
RI:6
2. Financial
information
RI:1
3. Knowledge
Transfer
Activities
RI:1; RI:2; RI:6
5. When
applications are
received
RI:3; RI:5
6. Preparation
for the selection
process
RI:1; RI:2
7. Monitoring
and evaluation
RI:5
8. Nominated
person
appointed
RI:4
Key:
Benchmark not in the model
√
Tick indicates completed benchmark
≈
Indicates ‘partly achieved’ benchmark
∞
Indicates ‘in planning process’
80
Appendix seven: I. Annual Staff questionnaire
Dear Personal Tutor/Progression Agreement staff representative,
This questionnaire asks you ten short questions about your experiences and involvement of the
Progression Agreement between …………………………………………………. and
…………….……………………………….. over the past academic year …………………………
The purpose of the questionnaire is to help evaluate your experiences and feedback regarding
the information and activities that have been organised in support of the Progression
Agreement above.
This will help ensure that all relevant learners and staff are being provided with up to date and
relevant information regarding the Progression Agreement above and that the organised
activities are providing appropriate support of your learners’ progression into higher education.
Thank you very much for giving your time to complete this questionnaire.
Please answer the following questions by ticking all the appropriate responses and by writing
your response in the space provided as required.
16. Did you discuss the Progression Agreement with relevant learners within the first term?
Yes
No
If yes, where does this occur in the schedule e.g. at induction, in tutorial time etc.
…………………………………………………………………………………………………………………………………………
17. Which college and/or university resources have you used to give information to learners
regarding the Progression Agreement?
College/school website
University website
College/school leaflet
University visit
University Open day
Other
If you have used other information resources of the Progression Agreement, please
state them here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
81
18. Have you organised or been involved in any activities or talks to support the Progression
Agreement?
Yes
No
If you have answered ‘yes’, please give a short description of the activities or talks that
you have organised or been involved in:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
19. Have you advised your learners to indicate ‘Morley Progression Agreement’ on their
UCAS forms in section 3f (additional information) next to their University choices?
Yes
No
20. Do you feel that you had enough scheduled time to support your learners to complete
their UCAS personal statements?
Yes
No
21. Have you advised or given information to your learners regarding any grants, bursaries,
and scholarships to support their future studies in Higher Education?
Yes
No
22. Have your learners been given any opportunities to discuss career advice?
Yes
No
If yes, how has this advice been given?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
.………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
82
23. Do you feel that you have received appropriate feedback and/or been able to
communicate as necessary with the receiving institution representative?
Yes
No
If ‘no’, please explain why:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
24. If you have any suggestions of future activities or talks to support the Progression
Agreement or any feedback regarding existing activities or talks, please outline them
here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
25. If there are any staff development opportunities that you would like to see organised
relating to the Progression Agreement relationships and responsibilities, please outline
them here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………...
Thank you very much for taking the time to complete this questionnaire.
83
II. Annual learner Questionnaire
Dear Learner,
This questionnaire asks you ten short questions about your experience of the Progression
Agreement between …………………………………………………. and …………….……………………………….. over
the past academic year ……………………….. whilst you have been studying on your Access
Course/other relevant course.
The purpose of the questionnaire is to help us evaluate your experiences and feedback
regarding the information and activities that have been organised in support of the Progression
Agreement above.
This will help us ensure that all relevant learners are being provided with up to date and
relevant information regarding the Progression Agreement above and that the organised
activities are providing appropriate support of your progression into higher education and in
particular to your chosen course.
Thank you very much for giving your time to complete this questionnaire.
Please answer the following questions by ticking all the appropriate responses and by writing
your response in the space provided as required.
1. Which Access course/other relevant course are you studying?
………………………………………………………………………………………………………………………………………………
2. What information and/or activities helped to inform you of the Progression Agreement?
Personal Tutor
Specific tutorial
College/school website
College/
school leaflet
University visit
University Open day
University website
Other
If you used other ways of gaining information of the Progression Agreement, please
state them here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
84
3. How did you find the information about the Progression Agreement?
Clear
Yes
No
Don’t know
Consistent
Yes
No
Don’t know
Easily Accessible
Yes
No
Don’t know
Useful
Yes
No
Don’t know
If you have answered ‘no’ to any aspects above, please can you explain why?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
4. What is your understanding of the Progression Agreement?
That you will be guaranteed a place on your chosen
course because you meet all the academic requirements
That you will be guaranteed a place on your chosen course
if you first meet certain conditions
That you will be guaranteed an invitation to selection/interview
for your chosen course if your personal statement is satisfactory
Other
If you have another understanding of the Progression Agreement, please explain it here:
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………..
5. Were you made aware of any grants, bursaries and scholarships that you could apply for
to support your studies on your chosen course in higher education?
Yes
No
6. Were you given specific advice on where to include the Progression Agreement on the
UCAS form?
Yes
No
7. Do you feel that you were given adequate support with writing your personal
statement?
Yes
No
85
If no, why not?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
8. Do you feel that you have been appropriately prepared for the interview process for the
courses of your choice in Higher education?
Yes
No
Please tell us briefly of any aspects that you found particularly useful or any suggestions
for how we may improve this preparation for you.
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
9. Did you participate in any specific activities or talks in relation to the Progression
Agreement?
Yes
No
If yes, what activities or talks did you attend?
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
10. Please tell us briefly of your favorite aspect or any suggestions that you may have to
improve the information and activities relating to the Progression Agreement.
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………...
Thank you very much for taking the time to complete this questionnaire.
86
III. Learner Progression form
Available in landscape word document format
87