News & blog

New research partnership: Small-n impact evaluation

TASO commissions research to address the methodological and theoretical challenges faced by Higher Education Providers when evaluating the impact of widening participation and student success activities with small cohorts.

New research partnership: Ethics for field research on widening participation and student success

TASO is collaborating with University of Central Lancashire to produce standardised guidance on ethics and data compliance for field research on widening participation and student success

An exciting opportunity to help shape TASO’s future research projects

Join one of our Theme Working Groups

TASO launches two new themes which will shape future research projects

Decision follows a sector consultation and prioritisation exercise.

Invitation to tender: Supplier sought to deliver exciting new research project on the value of higher education (HE)

TASO set to commission rapid evidence review on the individual and societal benefits of HE

Students prioritise a return to face-to-face teaching, survey finds

A survey from the Student Futures Commission found that 63% of university students believe that due to the pandemic they are academically below where they would expect to be.

Call for evidence: Online Teaching and Learning in the time of COVID

Does your work involve evaluating how the pandemic, and move to online teaching and learning, has impacted the awarding gap and affected the educational attainment of disadvantaged learners?

Evaluation made simple with TASO 

TASO’s Deputy Director of Research, Eliza Kozman, explains how the evaluation process works and discusses its importance.

Moving from association to causation by building bridges between staff and academics

by Matthew Horton

Matthew Horton, Evaluation Manager at the University of Wolverhampton, discusses the need for greater collaboration between staff and academics during the evaluation process to ensure more causal evidence is produced.

New study focusing on access to higher education for vulnerable young people

The Rees Centre has been awarded £122,780 to explore the pathways into and through higher education for young people who were allocated a social worker when they were children – often referred to as ‘children in need.’