Reports
Evaluation reports
Undergraduate student messengers: Reinforcing young people’s higher education ambitions? Follow-up research
This report provides the results of follow-up research to further test the findings of a published randomised controlled trial study, which found mixed evidence with regards to how ‘low cost, high volume’ university outreach interventions change subsequent application behaviour
- Authors: Laura Hope and Michael Kerrigan
- OfS evaluation standard: Type 3
Oracy (Pilot) report 2024
This pilot implementation and process evaluation (IPE), complete with core Theory of Change (c-Toc) focuses on a pilot project, delivered in partnership with Go M.A.D. within two Nottinghamshire primary schools. The project sought to improve and instil a range of oracy related skills for pupils in years two and three.
- Author: Jon Hoskin-Campion - 2024
- OfS evaluation standard: Type 1
Read the evaluation report: Oracy (Pilot) report 2024
Using learning analytics to prompt student support interventions
In higher education (HE), learning analytics (LA) systems are used to collect, analyse and display data to help understanding student engagement and learning. This report was commissioned by The Centre for Transforming Access and Student Outcomes in Higher Education (TASO) to look at how learning analytics can identify students at risk of withdrawing and which interventions work to re-engage studies in their studies.
- Author: Dr Rob Summers
- Contributors: Dr George Cox, Carolyn Fearn, Tim Hardy, Emma Hynd, Dr Eliza Kozman, Helen Parkin, Pujen Shrestha, Katie Smaylen, Dr Patrick Taylor, Dr Eleanor Turpin, Felicity Woodhouse - 2024
- OfS evaluation standard: Type 3
Read the project report: Using learning analytics to prompt student support interventions
Equality gaps in the uptake of sandwich courses and placements
This report was commissioned by The Centre for Transforming Access and Student Outcomes in Higher Education (TASO) to address the gaps in our knowledge about the barriers to students from widening participation (WP) backgrounds accessing, and succeeding on, sandwich year courses.
- Author: Peter Crowson
- Contributors: Michael Kerrigan, Bec Aeddi and Zsanett Bicsa - 2023
- OfS evaluation standard: Type 1
Read the evaluation report: Exploring equality gaps in the uptake of sandwich courses and placements
Explore the Enhanced Theories of Change for sandwich course provision
Using institutional data to track post-entry participant outcomes: Nottingham Trent University case study
This case study focuses on Nottingham Trent University (NTU) and its use of institutional data infrastructure to track the outcomes of student participation in extra-curricular activities (ECAs). As part of TASO’s ‘Institutional data use’ project, this study aims to contribute to a practical guide for higher education providers on how post-entry interventions can be evaluated using institutional data.
- Authors: Michael Kerrigan, Laura Hope and Bec Aeddi
- OfS evaluation standard: Type 2
Final implementation and process evaluation report: Nottingham Trent University - Black Leadership Programme
- Authors: Bec Aeddi, Zsanett Bicsak, Reuel Blair, Pete Crowson, Laura Hope and Michael Kerrigan
- OfS evaluation standard: Type 1
Read the evaluation report: Nottingham Trent University - Black Leadership Programme
Evaluation of the impact of NTU’s financial support on student success
- Authors: Zsanett Bicsak, Laura Hope and Michael Kerrigan
- OfS evaluation standard: Type 2
Read the evaluation report: The impact of NTU's financial support on student success
Using a quasi-experimental design (QED) with HEAT data: a Nottingham Trent University case study
- Authors: Laura Guiver and Laura Hope
- OfS evaluation standard: Type 2
Read the case study: Using a quasi-experimental design with HEAT data
Research reports
School Transition literature review: primary to secondary
- Author: Jon Hoskin-Campion - 2022
Read the School Transition literature review: Primary to Secondary
Evaluative Options review
This paper examines various evaluative approaches, assessing their relevance and suitability for programme-based evaluations within the Centre for Student and Community Engagement at NTU.
- Author: Jon Hoskin-Campion - 2022
Read the Evaluation Options review
School Insights research: COVID-19
This research report sets out a number of findings relevant to partner school adaptation(s) to the COVID-19 pandemic. In light of this, it also looks at what the Centre for Student and Community Engagement's (CenSCE) response should be within this changed context. The report is based on interviews with 11 stakeholders from Primary and Secondary Schools with insights from the supporting literature, both grey and academic.
- Author: Jon Hoskin-Campion - 2020
Read the School Insights research: COVID-19 report
Developing a post-HE-entry activity typology and the transition to recording onto HEAT database: Nottingham Trent University case study
This case study aims to contribute to TASO’s practical guide to how data infrastructure can be used or developed within providers to enable tracking of post-HE-entry activities and participant outcomes. There are two parts to the case study: ● Part 1: Development of a new post-entry ‘MOAT’ typology by mapping common activities and outcomes. ● Part 2: Exploring the transition to recording post-entry activities onto the HEAT database.
- Authors: Bec Aeddi and Laura Hope - 2024
Implementation and process evaluation protocol case study: NTU student mentoring scheme
This case study involves an institution-wide mentoring scheme which is already embedded at NTU. The scheme comprises multiple elements, which have been evaluated to varying degrees in previous years. We have designed the IPE to be beneficial both as a stand-alone piece and to support a broader programme of evaluation.
- Authors: Rebecca Siddle and Jonathan Hoskin-Campion - 2024