forging links with the local community
DESCRIPTION
Forging links with the local community. Our students – who are they?. Diversity Undergrad/postgrad Full time/part time Varied pathways (Highers, GCEs, access, HNs). Our students – who are they?. Scots Females (57% of 2002 ft ug entry) Locals Nurses (27% of 2002 ft ug entry). - PowerPoint PPT PresentationTRANSCRIPT
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Forging
links with
the local
communit
y
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Our students – who are they?
• Diversity
• Undergrad/postgrad
• Full time/part time
• Varied pathways (Highers, GCEs, access, HNs)
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Our students – who are they?
• Scots
• Females (57% of 2002 ft ug entry)
• Locals
• Nurses (27% of 2002 ft ug entry)
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Our students – who are they?
Scots
OtherUK
Non-UK
Full time
undergraduates -
2002 Entry
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Our students – who are they?
Scots
OtherUK
Non-UK
Full time
undergraduates -
2001 Entry
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Our students – 2002 entry
0 5 10 15 20 25
Dunfermline HS 11
Stirling HS
Bathgate Academy
St Margarets
Lauder College
Clackmannan College
Telford College
Stirling Access
Alva Academy
Falkirk College
Denny HS
Linlithgow Academy
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Our students – all 2000/02 entries
0 20 40 60 80
Clackmannan College
Wallace HS
Queen Anne HS
Larbert HS
Denny HS
St Modan's HS
Stirling Access
Linlithgow Academy
Alva Academy
Falkirk College
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Proportion of school-leavers from publicly funded schools in Scotland entering full time HE
0%
5%
10%
15%
20%
25%
30%
35%
92-3 93-4 94-5 95-6 96-7 97-8 98-9 99-0 00-1 01-
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Proportion of school-leavers from publicly funded schools in Forth Valley entering full time HE
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
94-5 95-6 96-7 97-8 98-9 99-0 00-1 01-
Clackmannan
Falkirk
Stirling
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Range of HE transition rates in Forth Valley schools, 2000-01
0%
10%
20%
30%
40%
50%
60%
Clacks Falkirk Stirling
Peak
Base
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Range of HE transition rates in Forth Valley schools, 2000-01
0%10%20%30%40%50%60%70%80%90%
100%C
lack
s
Fal
kirk
Sti
rlin
g
Do
llar
Aca
dem
y
Peak
Base
Going private!
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Numbers of 17-year olds in Scotland, 2002-18
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
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Numbers in Forth Valley aged 15-19 in 2002 and 2012
01,0002,0003,0004,0005,0006,0007,0008,0009,000
10,000
Clacks Falkirk Stirling
2002
2012
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Numbers in major Scottish cities aged 15-19 in 2002 and 2012
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
Glasgow Edinburgh
2002
2012
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Numbers in smaller Scottish cities aged 15-19 in 2002 and 2012
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
Abdn Dnd Abdnshr Angus
2002
2012
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Who are our postgrads?
• Diverse
• Research/taught
• Full-time/part-time
• Home/overseas
• Across all subjects
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Who are our postgrads?
• Mostly taught
• Mostly full time
• Mostly Management
• Significant numbers of overseas
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Who are our postgrads?
0
50
100
150
200
250
300
Full time T Part time T
Nat SciHum SciManArts
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Who are our postgrads?
0
20
40
60
80
100
120
140
160
180
Home f-t T OS f-t T
Nat SciHum SciManArts
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Who are our postgrads?
0
2
4
6
8
10
12
14
16
Home f-t R OS f-t R
Nat SciHum SciManArts
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Who are our postgrads?
0
2
4
6
8
10
12
14
16
Home f-t R Home p-t R
Nat SciHum SciManArts
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Changes in postgraduate numbers, 1996/1997 to 2000/2001
Part-time Overseas
Dundee + 67% + 66%
GCU + 3% + 10%
Heriot Watt + 45% + 136%
Stirling + 21% - 23%
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Postgraduates – Stirling’s share of Scottish market, 2000-01
Biologicalscience
Social,economic& political
studies
Business &admin
Computingand maths
Languages Humanities Education
Part-time 4.8 6.0 4.9 1.5 1.9 2.5 5.3
Overseastaught
9.7 6.5 12.9 3.6 5.0 2.3 2.1
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Identifying some of the implications . . .
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POSSIBLE PRIORITIES
Full-time undergraduate - securing our local position and developing the overseas intake
Part-time undergraduate - possibilities of growth and diversification
Taught postgraduate - part time consolidation with possibly growth and some diversification, full time growth especially overseas
Research postgraduate - part time consolidation, with possibly growth, full time growth especially overseas
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POSSIBLE QUESTIONS
Are all of these desirable, and if so how to achieve them?
How can we build our reputation and attractiveness as a centre for part time ug and pg study?
Does our local community represent a largely untapped resource for teaching and learning?
What is the University’s “footprint” in the locality and how are we seen by others?
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POSSIBLE QUESTIONS
Are we, collectively, acting as a good local citizen?