| Overall Rating | Gold |
|---|---|
| Overall Score | 65.04 |
| Liaison | Thomas Adams |
| Submission Date | July 30, 2021 |
Ollscoil na Gaillimhe - University of Galway
PA-8: Affordability and Access
| Status | Score | Responsible Party |
|---|---|---|
|
1.51 / 4.00 |
Thomas
Adams Student Researcher Civil Engineering |
Percentage of need met, on average, for students who were awarded any need-based aid :
Percentage of students graduating without student loan debt:
Percentage of entering students that are low-income:
Graduation/success rate for low-income students:
A brief description of notable policies or programs to make the institution accessible and affordable to low-income students:
The Higher Education Access Route (HEAR), set up by NUIG, is an admissions scheme which offers places on reduced points and extra college support to school leavers from socio-economically disadvantaged backgrounds, more information here: http://www.nuigalway.ie/access-students/access-scheme-route/
Tuition waivers in the form of scholarships are awarded to students, more information here: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwi-it2FjOzwAhXObsAKHRfICz4QFjACegQIAhAD&url=https%3A%2F%2Fwww.nuigalway.ie%2Fmedia%2Finternationalstudents%2Ffiles%2FScholarship-T%26Cs.docx&usg=AOvVaw0N_z9A2247MBGU4uxqHVon
Sports scholarships also make NUIG a more accessible and affordable opportunity for students, more information here: https://www.nuigalway.ie/sports/elitesport/elitesportscholarshipdetails/
Summary for the Financial Aid Funding recipients for 2019-20:
Number of applicants 1,818
Number of eligible applicants 1,412
= 78% of applicants eligible
Summary for percentage of entering students that are low-income
6,601 students of 18,747 students enrolled = 35.2%.
Low income students
1412/18,747 = 7.53 or 8%
A brief description of notable policies or programs to support non-traditional students:
The University’s Access Centre aims to create a supportive learning environment where students who have experienced socio-economic disadvantage, students with disabilities and mature students are enabled to access and succeed in third level education. This involves a wide range of educational approaches and specialist services targeted at large numbers of students who are classified by the Higher Education Authority as 'non-traditional.'
The Access Centre helps individuals realise their educational potential irrespective of their educational background, age or personal health circumstances. It provides support for students participating on access programmes, students with disabilities and mature students.
Estimated percentage of students that participate in or directly benefit from the institution’s policies and programs to support low-income and non-traditional students:
Website URL where information about the institution’s accessibility and affordability initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The Higher Education Access Route (HEAR) is a college and university admissions scheme which offers places on reduced points and extra college support to school leavers from socio-economically disadvantaged backgrounds. HEAR has been set up by a number of colleges and universities as evidence shows that socio-economic disadvantage can have a negative effect on how well a student does at school and whether they go on to college. HEAR Applicants must meet a range of financial, social and cultural indicators to be considered for a reduced points place and extra college support.
The Higher Education Access Route (HEAR) is a college and university admissions scheme which offers places on reduced points and extra college support to school leavers from socio-economically disadvantaged backgrounds. HEAR has been set up by a number of colleges and universities as evidence shows that socio-economic disadvantage can have a negative effect on how well a student does at school and whether they go on to college. HEAR Applicants must meet a range of financial, social and cultural indicators to be considered for a reduced points place and extra college support.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.