# OfS’ New Approach to Regulating [[Access and Participation]]  ## Metadata - Author: [[Wonkhe]] - Full Title: OfS’ New Approach to Regulating Access and Participation - Category: #Source/articles - URL: https://wonkhe.com/blogs/the-ofs-new-approach-to-regulating-access-and-participation/?utm_medium=email&utm_campaign=Wonkhe%20Daily%20-%20Wednesday%2029%20March&utm_content=Wonkhe%20Daily%20-%20Wednesday%2029%20March+CID_35aacec06062f2d42b3dbbae2ae7d49e&utm_source=Email%20marketing%20software&utm_term=Team%20Wonkhe%20chat%20to%20EORR%20and%20plot%20the%20latest%20dashboard%20data ## Summary - Universities should - undertake own risk assessment - use [[Theory of Change]] about what they plan to do to mitigate those risks - paying due regard to a national set of priorities - Evaluate the heck out of it. - there are 12 national risks. Risks 6 to 11 talk to 'on course' risks (ie 'getting on'): - EEOR Risk 6 - Students may not receive sufficient ==personalised academic support== to achieve a positive outcome. - [[EOOR Risk 7]] - Students may not receive sufficient ==personalised non-academic support== or have ==sufficient access to extracurricular activities== to achieve a positive outcome. - Students may not experience an environment that is ==conducive to good mental health and wellbeing. == - Students may be affected by the ongoing consequences of the ==coronavirus pandemic==. - ==Increases in cost pressures== may affect a student’s ability to complete their course or obtain a good grade. - Students may not have equal opportunity to access limited resources related to higher education, such as ==suitable accommodation==. ## Highlights - providers will be expected to ==undertake their own risk assessment of which student groups are at disproportionate risk of not achieving good outcomes== – that could be about student demographic groups, geography, prior educational experience, or the intersection of one or more of these ([View Highlight](https://read.readwise.io/read/01gwp6hr8pfxhqeh72kpz3nprg)) - explain, using evidence and theory of change, what they plan to do to mitigate those risks and the associated specific objectives and numerical targets for entry, persistence, completion, and so on. ([View Highlight](https://read.readwise.io/read/01gwp6hzmybwzhq9h7916yb7e3)) - Access and participation plans (APPs) will run on a four-year cycle ([View Highlight](https://read.readwise.io/read/01gwp6yh99xp828ydjr27h4ged)) - providers will also be required to pay due regard to a set of national priorities for access and participation ([View Highlight](https://read.readwise.io/read/01gwp6yqx1swsgdy2ydfp5yyz4)) - Whatever a provider does, it will also need to evaluate ([View Highlight](https://read.readwise.io/read/01gwp6ywq4wqsfdq2wq0raybzq)) - a provider’s APP should “respond” to this list of research ([View Highlight](https://read.readwise.io/read/01gwp6zfwa987ez7vcgmf903xw)) - Which is a more circular way of talking about the same point. It’s not enough to link a pattern in the data to a plausible explanation, you need to get stuck in and do the research. Mind you, a lack of data can also be a risk – and this may be indicated by the ability to see an indicator in the data you do have. ([View Highlight](https://read.readwise.io/read/01gwp76ks3h2wx49dq31y0rfj8)) - National risks ([View Highlight](https://read.readwise.io/read/01gwp76sxc9w7q0bt7cqsz7qds)) - Here are the 12 national risks from the [[Educational Opportunities Risk Register (EORR)]]: ([View Highlight](https://read.readwise.io/read/01gwp76tbc2r3jad5ay32ekdy3))