News and blog

We are seeking input from the sector to inform our research themes that will guide future commissioning rounds

Lizzie Harling outlines how Keele University built staff confidence to embed evaluation in their everyday practice, through a gradual rollout of support, training, and interactive resources that empower colleagues to apply theory of change principles within their own contexts

Practical advice on using administrative data to conduct research or evaluate interventions designed to reduce equality gaps in higher education

We are working with ImpactEd Evaluation on a new project to better understand best practice in synthesising evidence

New research finds that email nudges and learning analytics data alone do not effectively support student wellbeing or academic engagement, while trusted relationships help build confidence and encourage positive engagement with studies

Aniela Bankowicz, TASO Evaluation Officer, reflects on what the Home Office’s review on what works to reduce violence against women and girls means for universities implementing the new OfS condition on harassment and sexual misconduct, and why reporting rates alone cannot tell us whether progress is being made.

Dr Molly Rowlands, Research Manager at TASO, explores how theory of change was used to strengthen the design, delivery and evaluation of Middlesex University’s personalised transition support programme, turning promising ideas into a coherent, evidence-ready intervention aimed at improving student continuation and success.

The National Institute of Economic and Social Research (NIESR) has conducted a literature review exploring the evidence on why students drop out and whether support during transition to university can help.

The HEEL will serve as a central, searchable repository for evaluations of interventions across the student lifecycle, from initial university and college access through to student success and career progression.

Professor Anna Mountford-Zimdars will join TASO for 18 months as a policy fellow, leading a new research initiative on contextualised admissions.

Lucy Haire, Director of Sector Engagement at UPP, argues that amid persistent access gaps and unhelpful rhetoric, higher education remains a vital and positive pathway for disadvantaged students and must continue to be actively championed and supported.

Nicholette Pollard-Odle explores how menstruation affects students’ experiences in higher education, drawing on HEPI evidence to highlight the need for more coordinated institutional responses to support menstrual equity.