Evaluating Access and Participation Plan (APP) interventions
Browse our range of widening participation projects, which aim to improve equality of opportunity for underrepresented groups.
Our projects
The Research and Evaluation team have developed theories of change for all our APP interventions, and evaluation plans to test and refine those theories. These can be viewed below.
As we move through evaluation implementation, our findings will be made available through our repository and this page.
Email the Research and Evaluation team if you have any questions about these projects.
Browse project descriptions and accompanying documents, grouped into the following categories:
Access (Pre-entry)
These programmes increase access to higher education for students who have been eligible for free school meals at school, as well as for other underrepresented groups in HE, including those from Gypsy, Roma, Traveller, Showmen and Boater (GRTSB) backgrounds and those with experience of care.
- Key Stage 2
Targeted at primary school pupils (years 5 and 6), this programme aims to enable a smoother transition to secondary education and introduces the concept of higher education. It aims to reduce the long-term progression gap for students eligible for free school meals by combining campus visits with tailored tours of their future secondary schools.
- Key Stage 3/4
Designed for students in Key Stages 3 and 4, this programme aims to address the gap in higher education progression for students from disadvantaged backgrounds. It equips students with the knowledge and confidence to make informed decisions about their future through interventions like IAG assemblies, campus visits and literary support.
- Key Stage 4
This is a longitudinal two-year intervention focused on raising attainment in Maths and English for students in partner schools. Through on-campus activity days, study skills events, and in-school revision support, the programme aims to improve GCSE outcomes and subsequently reduce the gap in higher education progression.
Read the KS4 Attainment Programme Enhanced Theory of Change.
- GCSE Resit
This programme supports Further Education students who are resitting GCSE Maths or English, in partnership with an external tutoring provider. By providing tailored online tutoring sessions, it aims to boost subject knowledge and attainment, removing a critical barrier to higher education entry.
- Key Stage 5
Addressing disparities in progression among Key Stage 5 students, this programme offers targeted Information, Advice, and Guidance (IAG), student shadowing, and academic enrichment. It aims to build the practical knowledge, confidence, and sense of belonging required for students to successfully apply to and thrive in higher education.
- Summer School
This is a residential intervention for Year 12 students who are currently undecided about higher education. Participants experience life in a university setting, engaging in academic and social activities to increase their understanding of HE, build confidence, and foster a sense of belonging to convert ‘maybes’ into applicants.
- Access Buddy (Transition)
This programme is designed to support students with contextual offers during their transition to university. Using a digital platform and peer-to-peer engagement, the scheme aims to foster a community before enrolment, helping students feel prepared and connected to the University of Sussex prior to arrival.
Read the Access Buddy (Transition) Programme Enhanced Theory of Change.
Read the Access Buddy (Transition) Programme Evaluation Plan.
- GTRSB
A collaboration with Friends, Families and Travellers, this programme supports schools in celebrating GTRSB cultures and strengthening family relationships. Through staff training and tailored reading activities, it aims to create inclusive school environments and increase higher education progression for GTRSB learners.
- Care Experienced
This is a three-year tailored programme (‘Uni&U’) for young people aged 11-18 with experience of care. Through on-campus and off-campus activities – including a residential – it aims to builds participants’ confidence and sense of belonging in higher education while also supporting key adults in their lives.
Read the Care Experienced Programme Enhanced Theory of Change.
- Bright Med
Run by the Brighton and Sussex Medical School, this flagship programme supports students from underrepresented backgrounds from Year 9 through to Year 12. Through a long-term structured curriculum of workshops and mentoring, it aims to provide the guidance and science capital needed to navigate the competitive application process for medical school.
Success (On-course)
These programmes address current gaps in on-course outcomes for students with a declared mental health condition, mature students, students who have been eligible for free school meals (FSM), and students from Black, Asian and mixed-heritage backgrounds.
- Begin at Sussex
This is a pre-entry transition programme for incoming students with disclosed mental health conditions. Through a residential event and online resources, students connect with support services and peers, aiming to improve social self-efficacy and continuation rates beyond the first year.
- Belong at Sussex
This is a suite of engagement activities designed to foster a sense of belonging for current students with mental health conditions. By offering social events, workshops, and one-to-one personal support, the initiative aims to close the continuation gap by enhancing student wellbeing and connection to the university.
- Residential Life Connectors
This initiative embeds second-year students as ‘Connectors’ within halls of residence to support first-year students. Connectors act as a first point of contact for social activities and conflict resolution, aiming to improve the residential experience and retention rates for students with mental health conditions.
Read the Residential Life Connectors Enhanced Theory of Change.
- Mature Learning Community
This is a holistic support network for mature students, co-created with Student Connectors. The programme organises social activities, academic skills sessions and wellbeing support with the aim of building community, enhancing self-efficacy, and reducing degree non-completion rates among mature learners.
Read the Mature Learning Community Enhanced Theory of Change.
- Academic Skills
This is a comprehensive programme designed to reduce the socioeconomic awarding gap. Through online resources, live workshops, and curriculum integration, the programme aims to help students develop core academic skills, map their learning needs and improve their academic confidence and performance.
- Curriculum Change Connectors
This project employs students to work alongside academic staff to co-develop inclusive curriculum action plans. By centring student voices in curriculum design, the initiative aims to create more inclusive learning environments and narrow the ethnicity degree awarding gap.
Read the Curriculum Change Connectors Enhanced Theory of Change.
- Race Equity Advocates
A collaborative initiative employing students as Race Equity Advocates within faculties to document the lived experiences of minoritised students. These Advocates co-create Race Equity Action Plans, which aim to drive institutional change and foster a greater sense of belonging to address the ethnicity degree awarding gap.
Progress (Graduate outcomes)
These programmes reduce the gap in progression into highly skilled work or higher study for students with a declared mental health condition, and students domiciled in postcodes from the lowest quintile in the Index of Multiple Deprivation (IMD).
- Digital Video Accelerators
This programme is a partnership with Creative Process Digital, offering fast-track, accredited training in digital and video skills. Designed for students from underrepresented groups, the course builds practical industry-relevant skills with the aim to enhance employability and close graduate outcome gaps.
Read the Digital Video Accelerators Enhanced Theory of Change.
- Insights visits
This is an early-intervention activity providing first-year students with visits to local employers. The programme offers an accessible introduction to the professional world, with the aim of helping students understand diverse career paths and motivating them to engage with further career support services.
- Junior Research Associates
This is an eight-week funded research opportunity for undergraduate students, who are paired with academic supervisors. The scheme aims to develop high-level research skills and academic confidence, aiming to increase progression into postgraduate study and research professions for underrepresented students.
Read the Junior Research Associates Enhanced Theory of Change.
- Online Global Summer Internships
Facilitated by Virtual Internships, this programme provides paid, remote work placements with global employers. It allows students to gain international work experience with the aim of developing professional networks, enhancing their graduate employability without requiring travel.
Read the Online Global Summer Internships Enhanced Theory of Change.
- Student Consultancy
This programme allows final-year students to work in interdisciplinary teams on real-life challenges for local employers. Through paid mini-consultancy projects, the intervention aims to help students develop project management, teamwork, and presentation skills, preparing them for graduate jobs.
- Summer Internship
This is a six- to eight-week paid internship scheme hosted by a network of employer partners. The programme provides students with substantial practical work experience, aiming to help them build professional networks, workplace confidence, and the skills necessary to secure graduate employment.
- Ideas fund
Part of the wider Entrepreneurship Programme, this initiative provides micro-grants and coaching to students with early-stage business ideas. It encourages entrepreneurial students to develop their concepts and engage with the University’s broader start-up support.
The APP Research and Evaluation team
We monitor and evaluate the impact of the University’s widening participation and student success initiatives. We work closely with delivery teams to ensure our interventions are evidence-led and effectively support our students from pre-entry through to graduation.
Our team
Robyn Long, Head of APP Research and Evaluation.
Joseph Waghorne, Research and Evaluation Manager (Evidence).
Jenny Diggins, Research and Evaluation Manager (Qualitative).
Mauricio Rivera, Research and Evaluation Manager (Quantitative).
Julie Shepherd, Research and Evaluation Officer.
Email us at evaluation@sussex.ac.uk.
Academic Advisory Group
The Academic Advisory Group (AAG) provides guidance to the Research and Evaluation team to support us in building a robust and reliable evidence base for effective decision-making.
AAG members give detailed and expert advice on a range of academic, research-related, ethical, methodological, technical or wider issues related to evaluations.
Members of the AAG are appointed to two-year terms. All of our evaluation plans and reports are peer-reviewed by the AAG.
The Academic Advisory Group is chaired by Dr Matthew Easterbrook.
- AAG members
Matthew Easterbrook (Chair of group)