Forging

links with

the local

communit

y

Our students – who are they?

• Diversity

• Undergrad/postgrad

• Full time/part time

• Varied pathways (Highers, GCEs, access, HNs)

Our students – who are they?

• Scots

• Females (57% of 2002 ft ug entry)

• Locals

• Nurses (27% of 2002 ft ug entry)

Our students – who are they?

Scots

OtherUK

Non-UK

Full time

undergraduates -

2002 Entry

Our students – who are they?

Scots

OtherUK

Non-UK

Full time

undergraduates -

2001 Entry

Our students – 2002 entry

0 5 10 15 20 25

Dunfermline HS 11

Stirling HS

Bathgate Academy

St Margarets

Lauder College

Clackmannan College

Telford College

Stirling Access

Alva Academy

Falkirk College

Denny HS

Linlithgow Academy

Our students – all 2000/02 entries

0 20 40 60 80

Clackmannan College

Wallace HS

Queen Anne HS

Larbert HS

Denny HS

St Modan's HS

Stirling Access

Linlithgow Academy

Alva Academy

Falkirk College

Proportion of school-leavers from publicly funded schools in Scotland entering full time HE

0%

5%

10%

15%

20%

25%

30%

35%

92-3 93-4 94-5 95-6 96-7 97-8 98-9 99-0 00-1 01-

Proportion of school-leavers from publicly funded schools in Forth Valley entering full time HE

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

94-5 95-6 96-7 97-8 98-9 99-0 00-1 01-

Clackmannan

Falkirk

Stirling

Range of HE transition rates in Forth Valley schools, 2000-01

0%

10%

20%

30%

40%

50%

60%

Clacks Falkirk Stirling

Peak

Base

Range of HE transition rates in Forth Valley schools, 2000-01

0%10%20%30%40%50%60%70%80%90%

100%C

lack

s

Fal

kirk

Sti

rlin

g

Do

llar

Aca

dem

y

Peak

Base

Going private!

Numbers of 17-year olds in Scotland, 2002-18

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

Numbers in Forth Valley aged 15-19 in 2002 and 2012

01,0002,0003,0004,0005,0006,0007,0008,0009,000

10,000

Clacks Falkirk Stirling

2002

2012

Numbers in major Scottish cities aged 15-19 in 2002 and 2012

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

Glasgow Edinburgh

2002

2012

Numbers in smaller Scottish cities aged 15-19 in 2002 and 2012

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

Abdn Dnd Abdnshr Angus

2002

2012

Who are our postgrads?

• Diverse

• Research/taught

• Full-time/part-time

• Home/overseas

• Across all subjects

Who are our postgrads?

• Mostly taught

• Mostly full time

• Mostly Management

• Significant numbers of overseas

Who are our postgrads?

0

50

100

150

200

250

300

Full time T Part time T

Nat SciHum SciManArts

Who are our postgrads?

0

20

40

60

80

100

120

140

160

180

Home f-t T OS f-t T

Nat SciHum SciManArts

Who are our postgrads?

0

2

4

6

8

10

12

14

16

Home f-t R OS f-t R

Nat SciHum SciManArts

Who are our postgrads?

0

2

4

6

8

10

12

14

16

Home f-t R Home p-t R

Nat SciHum SciManArts

Changes in postgraduate numbers, 1996/1997 to 2000/2001

Part-time Overseas

Dundee + 67% + 66%

GCU + 3% + 10%

Heriot Watt + 45% + 136%

Stirling + 21% - 23%

Postgraduates – Stirling’s share of Scottish market, 2000-01

Biologicalscience

Social,economic& political

studies

Business &admin

Computingand maths

Languages Humanities Education

Part-time 4.8 6.0 4.9 1.5 1.9 2.5 5.3

Overseastaught

9.7 6.5 12.9 3.6 5.0 2.3 2.1

Identifying some of the implications . . .

POSSIBLE PRIORITIES

Full-time undergraduate - securing our local position and developing the overseas intake

Part-time undergraduate - possibilities of growth and diversification

Taught postgraduate - part time consolidation with possibly growth and some diversification, full time growth especially overseas

Research postgraduate - part time consolidation, with possibly growth, full time growth especially overseas

POSSIBLE QUESTIONS

Are all of these desirable, and if so how to achieve them?

How can we build our reputation and attractiveness as a centre for part time ug and pg study?

Does our local community represent a largely untapped resource for teaching and learning?

What is the University’s “footprint” in the locality and how are we seen by others?

POSSIBLE QUESTIONS

Are we, collectively, acting as a good local citizen?