A whole provider approach to widening participation: a phenomenographic case study exploring the perceptions and experiences of staff and students working in a widening participation role

Abstract

The marketisation of higher education (HE) has resulted in an increasingly diverse student population and a need for providers to support students from underrepresented groups to access, succeed in and progress from HE. Embedding widening participation (WP) can pose a challenge to HE providers as it is not only about access, but also about offering support throughout the student cycle to graduate employment or further study. This phenomenographic study explores how a whole provider approach to WP is understood, created and sustained to improve equality of opportunity for underrepresented groups. Twelve semi-structured interviews were conducted with staff and students involved in the design and delivery of WP initiatives at Kingston University, the institution in which this study took place. A phenomenographic approach to design and analysis was applied. The Office for Students (OfS) encourage providers to outline a whole provider approach within their access and participation plans (APPs) and this paper seeks to contribute to an understanding of this approach in practice. The results of this study revealed that improved channels of communication are needed to increase staff and student awareness of, engagement in and learning from WP practices to achieve a holistic approach.