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6.1.7 Academic partnerships and
articulation with universities
The college will play a distinctive role
as a super-highway for progression
into higher education institutions with
advanced standing entry into a wide
range of disciplines. The high proportion
of full-time advanced programmes and
the location as a member of Glasgow's
city centre Learning Quarter make
the college a natural point of entry
and facilitating transition will be a key
educational strategy for the college.
In addition, the college will deliver a small
number of degree level programmes in
niche disciplines through partnership
with HEI providers. These niche disciplines
currently include Built Environment,
Multi Media, Photography and Modern
Languages. The College also delivers
Certii cate/Diploma in Higher Education
awards validated by Strathclyde
University and a Pre-Masters validated by
University of Sunderland.
Appendix 7 contains an indicative list
of current formal progression pathways.
At an early stage the college will review
its portfolio of accredited provision
at SCQF levels 8 and above to ensure
that progression opportunities are
optimised and are signposted ef ectively
to encourage aspiration to support
transition.
The college will continue to play an active
role in the Greater Glasgow Articulation
Partnership, building on the legacy of the
partner colleges.
The college commits to working
proactively with partner agencies such
as On Track and Careers Scotland in
increasing progression to degree study
for those from families who have not
previously gone to university.
The college will maintain and enhance
its links with its neighbour institutions,
Strathclyde and Glasgow Caledonian
universities to improve progression from
HN to degree.
The college will also work closely with
a wider range of domestic partners
including Glasgow School of Art
and Glasgow, the West of Scotland,
Edinburgh, Herriot Watt, Napier, Dundee,
Robert Gordon Universities and others to
continue to build strategic access
and progression pathways.
In addition the college will sustain links
with the wider academic community,
including specialist institutes in the UK
and beyond to share skills and expertise
in niche disciplines and to support
student progression.
Given the scale and coverage of the
college, larger than many universities,
we will provide a key partner for
educational research.
Please refer to Appendix 7:
Articulation Report >>>
6.2 Equality and Diversity
Each of the partner colleges has, in line
with Scottish Government priorities,
focused over many years on widening
access to educational opportunity to all
socio economic groups, to ensure a non
discriminatory approach to all aspects of
college life and ensuring that we support
the realization of individual aspirations
and goals. Bringing together the three
organisations creates an institution with
a balanced student proi le with respect
to age; gender; race and disability (see
detailed statistics in Appendix 4). The
support structures which underpin
high quality standards will be further
enhanced and integrated through
merger and all aspects of the new
organisation will be carefully considered
to ensure that Equality, Diversity and
Inclusion are at the centre of the new
college's culture and ethos
6.2.1 Equality and Asssessment
As a critical aspect of merger planning,
the Merger Steering Group, Shadow and
individual Boards of Management will
undertake to routinely impact assess
all key aspects of the process to ensure
that no single group is disadvantaged in
relation to their age, gender, disability,
race or sexual orientation.
Going forward the college will undertake
to go beyond simple compliance to
legislative requirements. The College
will eliminate unlawful discrimination
in terms of its students, staf and other
stakeholders and take reasonable steps
to ensure that no-one discriminates
unlawfully. Objectives will include:
Achieve a culture of respect for the
individual;
Promote good relations between
people of dif erent groups dei ned
not only by race but by age, disability,
gender, reassignment of gender,
religion or belief and sexual orientation,
as well as relations within those
groups and with others;
Promote positive non-discriminatory
behaviour particularly through
the training and development of
employees and equality awareness
for all students;
Remove barriers in order to maximise
participation, retention and
achievement of the College's students.
Please refer to Appendix 4 >>>
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SECTION 6: Supporting Evidence Base
6.1 Academic Benefi ts / 6.2 Equality and Diversity