Latest news and blog posts

Hannah Thomson, Evaluation Manager at TASO, explains how aligning equality and inclusion work across an institution can be more effective than standalone interventions.

As TASO enters its seventh year, CEO Dr Omar Khan evaluates the progress made in shifting the sector toward evidence-led practice. He examines the milestones of 2025, noting the persistent barriers to equality, and looks forward to our work in 2026.

This Black History Month, Birmingham City University shares how ‘Project Zero’ is transforming institutional practice by centring the voices of Black African/Caribbean and South Asian heritage students

Dr Omar Khan, TASO CEO, reflects on the government’s post-16 education and skills white paper, welcoming its focus on evidence and addressing inequality

Making better use of institutional data: evaluating a transition course using quasi-experimental methods

A new TASO report, published today, finds that robustly evaluated, integrated, institution-wide interventions are needed to effectively close equality gaps in higher education

Since the launch of TASO’s new Theory of Change Builder, Hannah Thomson (Evaluation Manager at TASO) and Pete Crowson (Evaluation and Research Coordinator at Nottingham Trent University) reflect on the benefits and challenges of theory of change and how our new online tool will help higher education providers to embed a theory of change approach across their initiatives. 

Personal stories are intended to challenge the perception that university is only for the privileged

Dr James Ward, Assistant Director Student and Library Services at Teesside University, reflects on their journey in developing a whole-provider approach theory of change

We are partnering with universities and independent evaluators to evaluate interventions that aim to support students with their transition into higher education

Sign up today for our ‘Autumn Evaluation Essentials’ training to plan, measure and understand the impact of your work.

Amir Arian – a scientist and medical school graduate with experience of children’s social care – explains what must change to ensure more care-experienced people can access and succeed at university.