We have identified five types of important input: information and resources, individual and institutional time, institutional inputs and data. However, the last, data, is foundational to all other inputs. 

1.1 Information and resources

This includes all the resources (including financial, time and personnel) required to deliver the interventions/programmes and underpins and facilitates all other inputs included below. It also includes access and participation plan (APP) spend on student success and/or disabled student funding available at the HEP, the development of all printed and online information/materials required for delivering the selected activities. The materials should be informed by evidence; therefore it is critical for them to be developed by engaging with lived experience experts and using the contextual information and data collected as part of 1.4 below. 

1.2 Senior leadership buy-in and support

Buy-in from senior HE leadership is critical to any intervention’s success. Such support is crucial for prioritising the transition of disabled students as part of an HEP’s mission and strategic action plans, allocating appropriate resources and time towards interventions and programme. Moreover, senior leadership commitment can be an important factor driving the engagement of staff delivering transitions support. 

1.3 Individual and institutional time

HEP staff who support disabled students with their transition (including the Disability Service team, academic staff, and student support services) require time to facilitate the implementation and evaluation of the intervention / programme. The time of external advisors (such as inclusivity and disability practitioners) is considered essential for providing expertise, leading training and mentoring programmes, and giving feedback on existing materials/processes. Additionally, disabled students’ time is an important input that allows them to engage with interventions / programmes such as buddy schemes, peer-to-peer mentoring, and open events. Finally, time and engagement by other stakeholders such as parents and supporters can allow them to engage with specific interventions / programmes designed to draw upon their support and encouragement

1.4 Institution systems and processes

This might include tangible inputs and systems such as infrastructure (for example., IT/software), as well as non-tangible inputs such as processes and policies within the HEP (both existing and needed to be developed, if applicable). Systems and processes also link to wider inputs external to the HEP, such as national/local funding and support programmes aiming to provide financial support to disabled students to help with any essential costs arising because of a disability.   

1.5 Data

HEPs should establish data collection practices. The types of data that are important to collect to fully inform intervention and     programme delivery, identify gaps, and improve provision include: number of students engaging with each activity, number of activities led, and materials produced, and the types of students involved (e.g., based on disability types or other equality characteristics of disabled students). HEPs are encouraged to use data already held within the institution to identify any gaps in provision. Collecting data on outcomes is also important. The first step should include identifying sources where HEPs may already be collecting outcomes data as part of broader monitoring and evaluation activities. 

Following this, HEPs could consider sources such as: external secondary data (such as HEP-level data published by the Higher Education Statistics Agency (HESA), and primary data collected via, e.g., student surveys. Priority should be given to measuring short- and medium-term outcomes over longer-term, and behavioural outcomes over non-behavioural outcomes. Where the latter are measured, validated scales should be used. For additional guidance and examples of the data that can be collected, a post-entry typology of student success activities has been developed by TASO can be accessed here.

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