A blueprint for transition support

Find out more about our blueprint for multi-intervention transition support. The blueprint provides a set of evidence-informed activities and programmes to enhance disabled students’ transition into higher education.

Supporting disabled students: a blueprint for transition support

Mapping reasonable adjustments and transition support

Supporting disabled students: Mapping reasonable adjustments and transition support

We are partnering with Advance HE to map the kinds of transition support and reasonable adjustments used in the higher education (HE) sector and build an understanding of the existing evidence HE providers hold on the effectiveness of these interventions.

Without comprehensive research on reasonable adjustments, we cannot assess whether or to what extent they are achieving their intended impact for students.

Read: Supporting disabled students: Mapping reasonable adjustments and transition support

What have we done?

What works to reduce equality gaps for disabled students

We worked with the University of Lincoln on a project that aimed to explore what works to reduce equality gaps for disabled students in higher education (HE).

The project began with a rapid review of the evidence around the impact of different interventions used to support disabled students. To support the findings of this review, the University of Lincoln administered a survey and carried out a consultation with key stakeholders from across the sector to explore which interventions and approaches are currently being used and how institutions are measuring the outcome and impact of this activity.

Having an understanding of the evidence and where gaps lie in existing research will help us shape the next phase of the project, where we decide on which interventions to prioritise for impact evaluation.

Read: What works to reduce equality gaps for disabled students

Piloting methods to develop being evidence on support

We partnered with two independent evaluators and four higher education providers (HEPs) to build the evidence base for what works to reduce equality gaps for disabled students in HE and improve employment and employability outcomes for students from underrepresented and disadvantaged backgrounds.

The aim of this project was to build Type 2 evidence for interventions that support these outcomes, and scope out the feasibility of Type 3 evaluation.

The following HEPs were chosen to work with independent evaluator SQW:

The University of Cambridge acted as independent evaluator for:

With the support of SQW and the University of Cambridge, the HEPs developed an evaluation plan and theory of change for the activity being evaluated and explored how Type 3 evaluation methods might be used to assess intervention impact in the longer term.

Find the analysis reports for each intervention below.

University of Central Lancashire’s Student Wellbeing Ambassadors Programme

London School of Economics’ Disabled Students Career Appointments

University of Exeter’s Access to Internships Scheme

University of Brighton’s Student Mentoring Programmes

Read: Piloting methods to develop better experience on student support

 

 

If you would like to find out more or have any questions around this project, please get in touch with us at research@taso.org.uk.