4.4 Article

Evidence-based Recovery Colleges: developing a typology based on organisational characteristics, fidelity and funding

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Publisher

SPRINGER HEIDELBERG
DOI: 10.1007/s00127-023-02452-w

Keywords

Recovery College; Survey; Managers; England; Mental health services; Service costs

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This study describes the organizational and student characteristics, fidelity, and annual spending of Recovery Colleges (RCs) across England. A typology of RCs is generated based on these characteristics, and the relationship between characteristics and fidelity is explored.
PurposeRecovery Colleges (RCs) have been implemented across England with wide variation in organisational characteristics. The purpose of this study is to describe RCs across England in terms of organisational and student characteristics, fidelity and annual spending, to generate a RC typology based on characteristics and to explore the relationship between characteristics and fidelity.MethodsAll RC in England meeting criteria on recovery orientation, coproduction and adult learning were included. Managers completed a survey capturing characteristics, fidelity and budget. Hierarchical cluster analysis was conducted to identify common groupings and generate an RC typology.ResultsParticipants comprised 63 (72%) of 88 RC in England. Fidelity scores were high (median 11, IQR 9-13). Both NHS and strengths-focussed RCs were associated with higher fidelity. The median annual budget was 200,000 pound (IQR 127,000- pound 300,000) pound per RC. The median cost per student was 518 pound (IQR 275- pound 840) pound, cost per course designed was 5,556 pound (IQR 3,000- pound 9,416) pound and per course run was 1,510 pound (IQR 682- pound 3,030) pound. The total annual budget across England for RCs is an estimated 17.6 pound m including 13.4 pound m from NHS budgets, with 11,000 courses delivered to 45,500 students.ConclusionAlthough the majority of RCs had high levels of fidelity, there were sufficiently pronounced differences in other key characteristics to generate a typology of RCs. This typology might prove important for understanding student outcomes and how they are achieved and for commissioning decisions. Staffing and co-producing new courses are key drivers of spending. The estimated budget for RCs was less than 1% of NHS mental health spending.

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