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Northern College excels in adult education, with diverse offerings including humanities, computing, and bespoke courses. They aim to empower individuals and communities through impactful education, focusing on student satisfaction and achievement. The college's innovative approach includes measuring impact through various levels, ensuring students gain confidence, health, happiness, aspiration, new thinking, getting involved, and empowerment. Their commitment to continuous improvement is evident in their annual surveys and stakeholder conferences. Join Northern College to experience transformative education and build a brighter future for yourself and your community.
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CHANGE at Northern College
MissionTo provide outstanding adult residential and community education for the empowerment and transformation of individual’s and communities
Northern College Students 4192 registrations per year 17% BME 50% LDD 77% unemployed 65% no qualification above L1 96% cross college achievement rate Ofsted Outstanding
Delivery Model 1 full-time Access to HE course3-5 day short residential courses, some openly recruited and some designed for groups
Curriculum Offer Humanities and Social Sciences Computing/IT Trade Union Studies Bespoke courses with partners Teacher Education (for a social purpose)
Measuring Impact: what we were doing • Student numbers, by registration but also by numbers of individuals enrolling • Reach i.e. student distribution in terms of gender, disability, ethnicity etc. • Student satisfaction • Student retention and achievement, also examined in terms of different groups e.g. by ethnicity • Student progression
Developing New Measures of Impact Stage 1: Looking at new models of impact Kirkpatrick model (adapted) i) Numbers of participants ii) Individual satisfaction iii) Individual learning outcomes iv) Individual behaviour outcomes v) Resulting benefits to the individual vi) Community and societal outcomes
Frank Coffield, ‘Communities of Discovery’ (2011) • Does the education we offer enable citizens to meet the future threats to our way of life? • Do our educational, social and work organisations enable learners to experience democratic ways of working? Are they engaged in the social and political life of their communities? • Do they encourage the dialogue and public reasoning that leads to new knowledge and social change? • Do our practices respect the human rights of all those we work with? • Do all citizens leave our schools, colleges and universities as lifelong learners who understand how to learn and who can assess their own weaknesses, strengths and enthusiasms as learners?
Stage 2: What do we achieve beyond the learning outcomes and what do we aim to achieve? Discussion with students, staff, governors and partners. Review of feedback received from students, partners and stakeholders. Formulating ideas and taking these back for review. This process took a year
CHANGEConfidenceHealth and HappinessAspirationNew ThinkingGetting InvolvedEmpowerment
Integrated into lesson plans and schemes of work across the curriculumSharing of practice at peer review and staff meetings
Evaluated in end of course surveys and annual telephone surveysTopic for discussion at the annual stakeholder conference
Annual Survey Results 2017 Confidence • Feel more confident 97% Health and Happiness • Improve your sense of health and well-being 92% Aspiration • Feel motivated to progress further with your learning 97% New Thinking • Think about the world in different ways 96% Getting Involved • Get on better with people who are different from you 91% • Do more for others 89% Empowerment • Make choices about your future 94%
Questions? How do you or could you work to measure soft outcomes in your organisation?
