This project focuses on strengthening student belonging, using an evidence-based approach to translate high-level strategies into practice.

Lead: Heriot-Watt University

Co-Lead: Dundee and Angus College

Partners: Glasgow Clyde College, Newbattle Abbey College, Open University in Scotland, Robert Gordon University, Scotland’s Rural College, UHI Inverness 

REACTS will design and test a framework for stronger regional networks, piloting studies in two regions and sharing findings as case studies to encourage collaboration in tackling geographically linked challenges.

Lead: University of Strathclyde

Co-Lead: UHI Moray

Partners: Glasgow Caledonian University, University of Aberdeen, Scotland’s Rural College, South Lanarkshire College, sparqs, Scottish Funding Council

SAPSO puts the student voice at the centre, with five student representatives shaping the work. The project examines attainment gaps for disabled students and aims to improve outcomes by highlighting both success stories and barriers.

Lead: Edinburgh College

Co-Lead: University of Edinburgh

Partners: City of Glasgow College, Dumfries and Galloway College, Dundee and Angus College, Forth Valley College, Glasgow Caledonian University, Glasgow Clyde College, Glasgow Kelvin College, New College Lanarkshire, South Lanarkshire College, University of Dundee, University of Glasgow, University of the Highlands and Islands, West College Scotland, West Lothian College

This two-year project explores how financial and time pressures affect student engagement and partnership. It will pilot approaches to make student voice and representation more accessible, as well as create sector-wide resources for learners before arrival and during induction.

Lead: sparqs (Student Partnerships in Quality Scotland)

Partners: Dumfries and Galloway College, Forth Valley College, Glasgow Kelvin College, Glasgow School of Art, North East Scotland College, UHI Argyll, UHI Perth, University of Edinburgh, West Lothian College

TAPPS reimagines assessment policy and practice to better support diverse learners, building an evidence base, producing case studies, and creating resources to influence policy and promote inclusive, innovative assessment approaches.

Lead: Edinburgh Napier University

Co-Lead: City of Glasgow College

Partners: Ayrshire College, Queen Margaret University, Sabhal Mòr Ostaig College, UHI North, West and Hebrides, University of St Andrews, University of Stirling

This project will map current practice, identify future priorities and highlight high-impact activities, shaping strategic approaches to professional development and enhancing the student learning experience.

Lead: Glasgow School of Art

Co-Leads: City of Glasgow College, University of the West of Scotland

Partners: Abertay University, Dundee and Angus College, Fife College, Glasgow Caledonian University, Royal Conservatoire of Scotland, Scotland’s Rural College, UHI Orkney, UHI Shetland, sparqs

This project seeks to enhance the understanding of programmes and resources that support student transitions out with their localised setting, to evaluate if and how they can and might operate at a national level. Consideration will be given to the diverse range of learners who engage with these programmes and resources, and how the institutions involved make use of the output from these activities to ensure commitment to achieving the Scottish Government fair access targets. In addition, this project will review and evaluate the effective and appropriate use of the SCQF by institutions to credit rate these programmes and resources, as well as consider how such programmes can enhance further developments to support transition.

Lead: Nicola Mulholland, New College Lanarkshire

Partners: 

• Pauline Radcliffe, SCQF Partnership 
• Julie Grace, Dundee and Angus College
• Sarah-Jane Linton, Fife College
• Kenny Anderson, SWAP

This project will bring two partners, Dundee and Angus College and Abertay University, together to systematically and procedurally review how students are enabled to succeed as they prepare for and transition from college and into university. The task will deliver a cross-institutional consultation and development process that can be shared with others so that they can learn from and adapt within their own partnership process.

Lead: Luke Millard, Abertay University

Partners: 

• Julie Grace, Dundee and Angus College

Pedagogy often does not receive a specific focus in relation to transitions but plays a critical role. Although institutions individually support development of pedagogy, in the context of transitions, a wider cross institution and cross level perspective is needed. This project tackles the critical challenge of student transitions from Further Education (FE) to Higher Education (HE), a period often fraught with difficulties in adjusting to new academic expectations, environments, where the, often significant, difference in pedagogical approach has an impact. Research indicates that many students struggle significantly during transition as a result, potentially leading to lower retention rates and academic under performance.

Lead: Phil Storrier, Dumfries and Galloway College

Partners: 

• Jennifer Lowe, New College Lanarkshire
• University of the West of Scotland
• Glasgow Caledonian University