How to make Information, Advice and Guidance more effective for students

Yesterday marked the end of the Office for Students’ consultation on the next steps for improving student Information, Advice and Guidance (IAG). Our Director of Research and Policy, Dr Michael Englard, explains why we think ‘supporting the supporters’ is so important.

The draft strategy shows that improving support for students is an urgent need. For those with an interest in what happens to students they leave school or college, the awkward IAG phrase is never far away. But, as the OfS makes clear, there needs to be a radical re-think of this catch-all term. At present, students are besieged by information but given little guidance in how to use it effectively.

The Office for Students' proposals make a strong case for taking a more personalised approach, which we at Causeway fully endorse. To make long-term systemic change, however, we need new ways of thinking about the underlying problem and innovative programmes to begin to address it.

The dominant discourse around Information, Advice and Guidance tends to position students as singular decision makers, diligently finding information on websites and then occasionally turning to their parents or teachers for advice. For anyone who works with students, the reality is quite different. Student choices are social as well as individual; partly emotional and partly rational. The process by which young people make life-altering decisions is rarely linear and often highly unstable. Crucially, students' decisions are powerfully shaped by the ongoing conversations they have with their key influencers - namely, their parents, friends and teachers. Students from disadvantaged backgrounds rely particularly on these "hot" networks of support rather than the "cold" information provided by websites and search engines.

In other words, if a new approach to Information, Advice and Guidance is to be effective then we need to start by ‘supporting the supporters’ and not to think about them as being peripheral or secondary to student decision-making.

One of the most crucial groups of influencers are, of course, teachers and careers advisers. Given the immense and shifting complexities of the ‘choice landscape’ and the everyday demands of school and college life, teachers need help and training in providing outstanding support to students. One example of this training is our Access Champions programme, which helps senior teachers to improve their school's systems for supporting students getting ready for life after schools or college.

Like the Office for Students, we would like to see long-term sustainable changes which will contribute to their ambitious target of closing the gap in access between the most and least advantaged students within a generation. If we are going to achieve this, we need to ensure that teachers are given the ongoing support and training they need to make a vital difference.

Our “new approach to regulating access and participation in Higher Education”

Following consultations in the autumn, the Office for Students has released its new approach to access and participation in Higher Education. We can’t fault the OfS for the scale of its ambition, seeking to drive progress towards four long-range objectives:

1. To eliminate the gap in entry rates at higher-tariff providers between the most and least represented groups by 2038-39.

2. To eliminate the unexplained gap in non-continuation between most and least represented groups by 2024-25, and to eliminate the absolute gap (the gap caused by both structural and unexplained factors) by 2030-31.

3. To eliminate the unexplained gap in degree outcomes (1sts or 2:1s) between white students and black students by 2024-25, and to eliminate the absolute gap (the gap caused by both structural and unexplained factors) by 2030-31.

4. To eliminate the gap in degree outcomes (1sts or 2:1s) between disabled students and non-disabled students by 2024-25.

Access in detail

At first sight, aiming to eliminate the access gap between advantaged and disadvantaged 18- and 19-year-old students appears a lofty ambition. On further inspection, the intermediate steps are not unattainable.

If we start by looking at reducing the gap in participation between the most and least represented, for 18- and 19-year-olds the OfS' target is to reduce the gap from its current ratio of 5:1 to a ratio of 3:1 by 2024-25.

When expressed in a slightly different way, this means decreasing the gap between quintile 5 and quintile 1 from 10.2% (as it was in 2016-17) to 8.9% by 2024-25 – a shift of 1.3%.

On the face of it, this seems feasible; the question is whether the sector as a whole – universities, third-sector organisations and other supporters – can build momentum and sustain progress.

New ambitions need new approaches

But, when viewed over time, a number of key access gaps have remained stubbornly entrenched. As the chart opposite, from the DfE’s most recent report into widening participation, shows, the gap between the proportion of students that received Free School Meals going to university and those that did not has shown few signs of progress since data became available in 2008-9.

So to meet that bold target from the OfS, it’s clear therefore that we need bold new approaches. Piecemeal activities for small groups of students are unlikely to deliver the step-change required. Instead, we need innovative models that work with large cohorts and effect long-term structural changes in schools and colleges, such as our Access Champions programme.

As the OfS requires, Access Champions is focused on outcomes rather than outputs. The programme drives progression rates up for whole cohorts by helping build better systems for HE progression within schools and colleges. We train and empower a senior teacher in the school or college to improve practice in six key areas, including the use of data and the training of other staff members. The sustained programme allows universities to build strategic relationships with schools and colleges and to ensure that existing outreach activities are targeted effectively.

Currently running in regions across England and starting shortly in Glasgow, Access Champions has garnered significant support from teachers, with early indications showing an uplift in application, offer and acceptance rates at participating schools and colleges.

“Access Champions has encouraged students to take progression seriously”, according to Sandra Griffiths, the Post-16 Learning Leader at St Edmund Campion Catholic School in Erdington, Birmingham, who we’ve been working with over the past twelve months.

At Quarrydale Academy in Nottinghamshire, the Access Champions approach has “completely changed our approach to personal statements and references,” according to Leanne Straw, the academy’s UCAS co-ordinator. Personal statements are now much more focused on specific courses, and led to one applicant, applying for Nursing at Nottingham University, being told by the admissions tutor that their personal statements was “one of the best applications I have ever read”.

Teresa Lamb, who took part in the programme from Brimsham Green school near Bristol, told us that, having identified areas for improvement while on the programme and writing a development plan that outlines the changes to make to address them, tutors now feel “empowered” and are able to focus on emphasising a student’s academic suitability and skills when writing references.

Working at the school level is a different approach to the more common student-level interventions seen in much widening participation, but we believe it’s one that has the chance to make lasting change for large numbers of students, and help meet that ambitious OfS target.

To find out more about Access Champions, please contact [email protected].