New Campus Glasgow: Strategic Benefits Analysis
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more holistic learner support, from more visible access points. This support will cover not only
careers advice, but will also include the full range of holistic advice, guidance and support
services.
3.18 All of these factors will enable the colleges to attract learners. Evidence from the
recent new build experience of Clydebank College shows that student numbers have
increased since the new college was constructed - and that in surveys, up to 75% of students
say the new college building was important in attracting them to the college. This indicates
that new premises are important to students, (although the survey does not ask students
whether they would have decided not to participate in FE if the college had been based in
less modern premises).
Flexibility
3.19 Policy at national and city-level highlights the importance of colleges being able to be
flexible and responsive to changes in demand for particular types of provision and particular
curriculum areas.
3.20 The three colleges are currently located in premises that were largely constructed in
the 1960s to reflect particular learning styles and patterns. With significant areas of hard
standing (i.e. internal walls that are structural and cannot be moved), adapting these premises
can create upheaval for colleges and learners.
3.21 The new campus will afford the colleges a far greater degree of flexibility to respond
to changing learner demands. This will be achieved through the use of free-standing that will
be provided in the new build, allowing learning spaces to be reconfigured to suit different
curriculum areas, different learning styles, or different learner numbers.
Curriculum range and specialisation
3.22 The What next report highlights three essential drivers of the curriculum:
• Student demands for choice and progression
• Employer's requirements for skills and enterprise
• Society's needs for employability and social inclusion.
3.23 At the same time, policy generally highlights the need for colleges to be more
responsive in their curriculum offer in response to changes in one or more of the above
curriculum drivers.
3.24 All three colleges are currently operating at or slightly above their weighted SUMS
target. (see table 3.1 below). This means, in effect, that it is not financially viable for the
colleges to expand provision, unless they were to effect reductions in other curriculum areas.
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Appendix 13: Economic Impact Report