Focus groups have become an established research instrument amongst those involved in widening participation (WP). However, COVID-19 presents a challenge to their use. The very strength of this method of data collection ‐ the opportunity to listen to those from WP backgrounds ‐ has been limited by the restricted access that outreach practitioners and researchers have had to schools and colleges since early 2020. Yet, the imperative of hearing from these students remains. Evidence suggests that the pandemic has had the most severe impact on those from the least advantaged backgrounds. Moreover, there is a need to establish the effectiveness of the outreach response, much of which has involved new modes of delivery. Online focus groups constitute a possible option. Whilst their potential has been recognised for a number of years, few studies have explored their use in the field. In seeking to offer insights, this article draws on the findings from two research projects that deployed online focus groups. Whilst various technical issues were encountered, the practical advantages they offered were evident in both studies, as was their capacity to generate highquality data. In recognising the contribution that online focus groups can make to the evidence base, this article concludes with some recommendations for their use.
{"title":"Insights into outreach: the research potential of online focus groups","authors":"Neil Raven","doi":"10.5456/wpll.25.1.51","DOIUrl":"https://doi.org/10.5456/wpll.25.1.51","url":null,"abstract":"Focus groups have become an established research instrument amongst those involved in widening participation (WP). However, COVID-19 presents a challenge to their use. The very strength of this method of data collection ‐ the opportunity to listen to those from WP backgrounds ‐ has been limited by the restricted access that outreach practitioners and researchers have had to schools and colleges since early 2020. Yet, the imperative of hearing from these students remains. Evidence suggests that the pandemic has had the most severe impact on those from the least advantaged backgrounds. Moreover, there is a need to establish the effectiveness of the outreach response, much of which has involved new modes of delivery. Online focus groups constitute a possible option. Whilst their potential has been recognised for a number of years, few studies have explored their use in the field. In seeking to offer insights, this article draws on the findings from two research projects that deployed online focus groups. Whilst various technical issues were encountered, the practical advantages they offered were evident in both studies, as was their capacity to generate highquality data. In recognising the contribution that online focus groups can make to the evidence base, this article concludes with some recommendations for their use.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores how highly selective universities in England have responded to the Office for Students' call to make faster progress on widening access by 'rethinking how merit is judged in admissions' (OfS 2019: 8). Our analysis of the Access and Participation Plans (APPs) for 2020/21 to 2024/25 submitted to the Office for Students shows that England's most academically selective universities have committed to much more ambitious widening access targets than ever before. We also find that these universities have begun to articulate more structural explanations of socioeconomic inequalities in prior attainment; are making greater use of contextualised approaches to admissions; and are beginning to acknowledge the role they must play in supporting disadvantaged students to succeed at university. We argue that this represents the fragile beginnings of an important shift away from the traditional meritocratic model of admissions, in which university places go to the most highly qualified applicants irrespective of socioeconomic background, towards a more progressive model of admissions that seeks a greater degree of distributive fairness.
{"title":"Rethinking merit? The development of more progressive approaches to university admissions in England","authors":"Vikki Boliver, Mandy Powell","doi":"10.5456/wpll.24.3.33","DOIUrl":"https://doi.org/10.5456/wpll.24.3.33","url":null,"abstract":"This paper explores how highly selective universities in England have responded to the Office for Students' call to make faster progress on widening access by 'rethinking how merit is judged in admissions' (OfS 2019: 8). Our analysis of the Access and Participation Plans (APPs) for 2020/21 to 2024/25 submitted to the Office for Students shows that England's most academically selective universities have committed to much more ambitious widening access targets than ever before. We also find that these universities have begun to articulate more structural explanations of socioeconomic inequalities in prior attainment; are making greater use of contextualised approaches to admissions; and are beginning to acknowledge the role they must play in supporting disadvantaged students to succeed at university. We argue that this represents the fragile beginnings of an important shift away from the traditional meritocratic model of admissions, in which university places go to the most highly qualified applicants irrespective of socioeconomic background, towards a more progressive model of admissions that seeks a greater degree of distributive fairness.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135533407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Transformative outreach activities, including study skills workshops, motivational speakers and campus visits, are common across the educational sector. However, little is known about their impact on non- traditional students' decisions regarding higher education. Designed to raise the higher education aspirations of young people in Years 9 to 13 (aged 13 – 18), the Uni Connect programme delivers outreach activities to young people in areas in England, UK, where higher education participation is much lower than expected based on attainment in national examinations taken at ages 15 and 16. This article presents the findings of a student activity survey conducted as part of the Lincolnshire Uni Connect regional evaluation. Surveys were sent to participating students between May and July 2020 to assess the impact of the outreach activities they had received during the school year. A total of 672 valid responses were received: 247 (37%) from Uni Connect students. Impact was measured against the NERUPI evaluation framework, which comprises five elements: knowing, choosing, becoming, practicing and understanding, and is designed to determine the success of widening participation initiatives. The data showed activities focusing on NERUPI outcomes 'know' and 'become' were the most effective. Findings from the study raise important questions about the choice and effectiveness of transformative activities aimed at underrepresented groups.
{"title":"Assessing the impact of regional transformative outreach activities aimed at widening university access, and participation among under-represented groups in schools","authors":"Anthea Rose, Lucy Mallinson","doi":"10.5456/wpll.24.3.113","DOIUrl":"https://doi.org/10.5456/wpll.24.3.113","url":null,"abstract":"Transformative outreach activities, including study skills workshops, motivational speakers and campus visits, are common across the educational sector. However, little is known about their impact on non- traditional students' decisions regarding higher education. Designed to raise\u0000 the higher education aspirations of young people in Years 9 to 13 (aged 13 – 18), the Uni Connect programme delivers outreach activities to young people in areas in England, UK, where higher education participation is much lower than expected based on attainment in national examinations\u0000 taken at ages 15 and 16. This article presents the findings of a student activity survey conducted as part of the Lincolnshire Uni Connect regional evaluation. Surveys were sent to participating students between May and July 2020 to assess the impact of the outreach activities they had received\u0000 during the school year. A total of 672 valid responses were received: 247 (37%) from Uni Connect students. Impact was measured against the NERUPI evaluation framework, which comprises five elements: knowing, choosing, becoming, practicing and understanding, and is designed to determine the\u0000 success of widening participation initiatives. The data showed activities focusing on NERUPI outcomes 'know' and 'become' were the most effective. Findings from the study raise important questions about the choice and effectiveness of transformative activities aimed at underrepresented groups.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81542365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abigail Helsinger, Donnette Narine, P. Cummins, T. Yamashita
The need for non-formal education (NFE), which does not result in a formal degree or certificate, is substantial as labour markets often require adult workers to take an initiative in advancing their jobrelated skills. Yet, NFE opportunities are more often pursued by highincome and high-skilled adults than their low-income and low-skilled counterparts. For this study, we used data from the 2012 Programme for the International Assessment of Adult Competencies (PIAAC) for Canada, the Netherlands, Norway, Sweden and the US, to compare participation rates in NFE by medium/high and low-skilled adults. Additionally, to gain insights of adult education and training policies that promote NFE, international key informant interviews (n = 33) and document reviews were conducted. Findings include (a) as compared to high-skilled adults, low-skilled adults are less likely to participate in NFE (b) as compared to the US, low-skilled adults in Norway and the Netherlands are more likely to participate in NFE, and (c) NFE is often more acceptable to low-skilled adults, possibly due to previous negative experiences with formal education. These findings are especially relevant to the increased need for retraining and reskilling as a result of the COVID-19 pandemic, which has negatively impacted low-skilled workers more than their higher skilled counterparts (OECD, 2020a).
{"title":"Engaging Low-Skilled Adults in Education and Training: Exploring Participation Rates, Challenges, and Strategies","authors":"Abigail Helsinger, Donnette Narine, P. Cummins, T. Yamashita","doi":"10.5456/wpll.24.3.81","DOIUrl":"https://doi.org/10.5456/wpll.24.3.81","url":null,"abstract":"The need for non-formal education (NFE), which does not result in a formal degree or certificate, is substantial as labour markets often require adult workers to take an initiative in advancing their jobrelated skills. Yet, NFE opportunities are more often pursued by highincome and\u0000 high-skilled adults than their low-income and low-skilled counterparts. For this study, we used data from the 2012 Programme for the International Assessment of Adult Competencies (PIAAC) for Canada, the Netherlands, Norway, Sweden and the US, to compare participation rates in NFE by medium/high\u0000 and low-skilled adults. Additionally, to gain insights of adult education and training policies that promote NFE, international key informant interviews (n = 33) and document reviews were conducted. Findings include (a) as compared to high-skilled adults, low-skilled adults are less likely\u0000 to participate in NFE (b) as compared to the US, low-skilled adults in Norway and the Netherlands are more likely to participate in NFE, and (c) NFE is often more acceptable to low-skilled adults, possibly due to previous negative experiences with formal education. These findings are especially\u0000 relevant to the increased need for retraining and reskilling as a result of the COVID-19 pandemic, which has negatively impacted low-skilled workers more than their higher skilled counterparts (OECD, 2020a).","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83562260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In England, evidencing impact of higher education widening participation and access activities, such as mentoring programmes, summer schools and school-university partnerships, has become central to conditions of the newly established regulatory body, the Office for Students (OfS). However, evaluation evidence of these activities remains elusive across the higher education sector (Gorard, 2013; National Centre for Research Methods, 2016; Harrison and Waller, 2017). 'Robust evaluation' (University of Exeter, 2019), is now a core element of the regulatory framework in England. English policy makers and Government departments are also keen to see evaluation evidence, highlighted by the formation of a new 'What Works' centre specifically focussed on evaluation of access and student success activities (TASO, 2019). Using Critical Discourse Analysis (CDA), this article analyses the English regulator's guidance documentation for higher education providers' Access and Participation Plans. It explores how the language of evaluation is framed within the discourses of widening participation and access. The article argues that current discourses promote performative evaluation methods, rather than an occasion to explore opportunities to develop transformative widening participation (Jones and Thomas, 2005). The article concludes by suggesting that higher education regulators and providers should rethink what constitutes robust evaluation evidence to facilitate equity in progression to higher education for under-represented groups.
在英格兰，高等教育扩大参与和获取活动的证据影响，如指导计划，暑期学校和学校-大学合作，已经成为新成立的监管机构，学生办公室(OfS)的核心条件。然而，这些活动的评估证据在整个高等教育部门仍然难以捉摸(Gorard, 2013;国家研究方法中心，2016;哈里森和沃勒，2017)。“稳健评估”(埃克塞特大学，2019年)，现在是英国监管框架的核心要素。英国政策制定者和政府部门也渴望看到评估证据，一个新的“什么是有效的”中心的成立突出了这一点，该中心专门关注评估机会和学生成功活动(TASO, 2019)。本文运用批评性话语分析(CDA)分析了英国监管机构对高等教育机构准入和参与计划的指导文件。它探讨了如何评价的语言框架内的话语扩大参与和访问。文章认为，当前的话语促进了绩效评估方法，而不是探索发展变革性扩大参与的机会(Jones and Thomas, 2005)。文章最后建议，高等教育监管机构和提供者应该重新思考什么是强有力的评估证据，以促进弱势群体在接受高等教育过程中的公平。
{"title":"WIDENING PARTICIPATION, EVALUATION AND PERFORMANCE: Using critical discourse analysis to explore performativity within English higher education access and participation plan (2020-2025), regulatory guidance and accompanying texts","authors":"Naomi Clements","doi":"10.5456/wpll.24.3.56","DOIUrl":"https://doi.org/10.5456/wpll.24.3.56","url":null,"abstract":"In England, evidencing impact of higher education widening participation and access activities, such as mentoring programmes, summer schools and school-university partnerships, has become central to conditions of the newly established regulatory body, the Office for Students (OfS).\u0000 However, evaluation evidence of these activities remains elusive across the higher education sector (Gorard, 2013; National Centre for Research Methods, 2016; Harrison and Waller, 2017). 'Robust evaluation' (University of Exeter, 2019), is now a core element of the regulatory framework in\u0000 England. English policy makers and Government departments are also keen to see evaluation evidence, highlighted by the formation of a new 'What Works' centre specifically focussed on evaluation of access and student success activities (TASO, 2019). Using Critical Discourse Analysis (CDA),\u0000 this article analyses the English regulator's guidance documentation for higher education providers' Access and Participation Plans. It explores how the language of evaluation is framed within the discourses of widening participation and access. The article argues that current discourses promote\u0000 performative evaluation methods, rather than an occasion to explore opportunities to develop transformative widening participation (Jones and Thomas, 2005). The article concludes by suggesting that higher education regulators and providers should rethink what constitutes robust evaluation\u0000 evidence to facilitate equity in progression to higher education for under-represented groups.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76023293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This innovative practice account draws on the researchers' experience of conducting the 'Young Researcher Project' commissioned by the Cumbria Collaborative Outreach Programme, 'Hello Future', which aims to widen participation in higher education. The account focuses on the lessons learned during the project that others may find valuable in conducting similar work. The project involved enabling a small group of young learners to engage in a range of qualitative research techniques including interviewing. Using a reflective process influenced by Brookfield's four lenses -self, student, peer and literature informed feedback- we explore three principles which were central to the project: facilitated participation, flexibility and responsiveness, and interprofessional collaboration. We propose that enabling the young learners to have a voice was dependent on the researchers providing structure and training even though this may, by definition, run counter to the notion of 'participatory' research. In other words, participation on the part of the young learners required support and scaffolding provided by the research team. The account highlights the pragmatism of this approach in the context of completing a project within a short timeframe and to the maximal benefit of different groups, not least the young learners who learned new skills and reported increased levels of self-confidence.
{"title":"Learning together: Widening participation research with, for and by young researchers","authors":"A. Houghton, J. Armstrong","doi":"10.5456/wpll.24.3.140","DOIUrl":"https://doi.org/10.5456/wpll.24.3.140","url":null,"abstract":"This innovative practice account draws on the researchers' experience of conducting the 'Young Researcher Project' commissioned by the Cumbria Collaborative Outreach Programme, 'Hello Future', which aims to widen participation in higher education. The account focuses on the lessons\u0000 learned during the project that others may find valuable in conducting similar work. The project involved enabling a small group of young learners to engage in a range of qualitative research techniques including interviewing. Using a reflective process influenced by Brookfield's four lenses\u0000 -self, student, peer and literature informed feedback- we explore three principles which were central to the project: facilitated participation, flexibility and responsiveness, and interprofessional collaboration. We propose that enabling the young learners to have a voice was dependent on\u0000 the researchers providing structure and training even though this may, by definition, run counter to the notion of 'participatory' research. In other words, participation on the part of the young learners required support and scaffolding provided by the research team. The account highlights\u0000 the pragmatism of this approach in the context of completing a project within a short timeframe and to the maximal benefit of different groups, not least the young learners who learned new skills and reported increased levels of self-confidence.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78747176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Widening access and participation in higher education now celebrates decades of success in UK Higher Education (HE), particularly at undergraduate entry-level. Yet similar work at entry-level for postgraduate study is less explored, where due to the increased emphasis on Graduate Outcomes in UK HE, there is increasing demand and aspiration for postgraduate study from policy makers and students. This research note reports on a series of presentation workshops from the University of Winchester (UK), titled the 'Get into Masters' Study' initiative. These presentations were delivered in an access approach across Level 5 students to break down barriers to postgraduate study through explaining the practicalities, different options and finances relating to postgraduate study, so students are able to make an informed choice. This paper details the approach taken and topics covered to inform practice elsewhere, as students increasingly look towards postgraduate study to gain further experiences and enhance their career beyond their degree.
{"title":"Breaking down barriers to postgraduate study: Taking an access approach through the 'Get into Masters' Study' initiative","authors":"T. Lowe","doi":"10.5456/wpll.24.3.198","DOIUrl":"https://doi.org/10.5456/wpll.24.3.198","url":null,"abstract":"Widening access and participation in higher education now celebrates decades of success in UK Higher Education (HE), particularly at undergraduate entry-level. Yet similar work at entry-level for postgraduate study is less explored, where due to the increased emphasis on Graduate Outcomes\u0000 in UK HE, there is increasing demand and aspiration for postgraduate study from policy makers and students. This research note reports on a series of presentation workshops from the University of Winchester (UK), titled the 'Get into Masters' Study' initiative. These presentations were delivered\u0000 in an access approach across Level 5 students to break down barriers to postgraduate study through explaining the practicalities, different options and finances relating to postgraduate study, so students are able to make an informed choice. This paper details the approach taken and topics\u0000 covered to inform practice elsewhere, as students increasingly look towards postgraduate study to gain further experiences and enhance their career beyond their degree.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":" 608","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72378462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial – general edition","authors":"M. Heagney, J. Butcher","doi":"10.5456/wpll.24.3.1","DOIUrl":"https://doi.org/10.5456/wpll.24.3.1","url":null,"abstract":"","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85225428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This debate paper argues that the Office for Students (OfS) has adopted standards of evidence that are inappropriate. These standards offer a problematic typology of different evaluation types, present a flawed hierarchy, and over-prioritise experimental approaches. As the OfS uses these standards of evidence to guide the evaluation of widening participation (WP) activities, this risks misrepresenting the evidence base for different activities, and prioritising methods that may not be the most appropriate. The goal of developing explanations of how WP activities work in particular contexts requires a more nuanced approach to evaluation. Recommendations are made for future practice: the OfS should review its standards of evidence and there should be greater debate in this area, evaluation should assess how WP activities work in particular contexts, and practitioners should make use of theory-driven, qualitative methods.
{"title":"Are t he Office for Students' standards of evidence appropriate? Why it matters for widening participation","authors":"T. Fryer","doi":"10.5456/wpll.24.3.189","DOIUrl":"https://doi.org/10.5456/wpll.24.3.189","url":null,"abstract":"This debate paper argues that the Office for Students (OfS) has adopted standards of evidence that are inappropriate. These standards offer a problematic typology of different evaluation types, present a flawed hierarchy, and over-prioritise experimental approaches. As the OfS uses\u0000 these standards of evidence to guide the evaluation of widening participation (WP) activities, this risks misrepresenting the evidence base for different activities, and prioritising methods that may not be the most appropriate. The goal of developing explanations of how WP activities work\u0000 in particular contexts requires a more nuanced approach to evaluation. Recommendations are made for future practice: the OfS should review its standards of evidence and there should be greater debate in this area, evaluation should assess how WP activities work in particular contexts, and\u0000 practitioners should make use of theory-driven, qualitative methods.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81576563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Browitt, N. Croll, Kelly Hedge-Holmes, Kirstin Henry
This paper highlights a successful pre-entry programme whilst providing an example of evaluation research methodology. The key contribution made is the power of scale. As the programme has been running since 1999 with the same aims, academic focus and structures, it provides the unique extent of longitudinal data available for study. Comparative analysis to determine student success outcomes utilised the methodology described by Walker et al (2004), for performance in Year 1 of a single cohort, and was expanded to include statistical analysis of student continuation and degree completion. The intervention group, who participated in the widening participation programme before commencing an undergraduate degree at one higher education institution, is more socio-economically disadvantaged than the comparison groups and yet, we demonstrated no significant difference in outcomes at cohort level. We show that those from the most socioeconomically disadvantaged postcodes were slightly more likely to perform well in Year 1, continue and complete their degree. We conclude the programme engages with and provides the most benefit for the widening access target group identified by the Scottish Government.
{"title":"The Top-Up Programme: Two decades of widening participation provides evidence of impact on student success against a background of socio-economic disadvantage","authors":"A. Browitt, N. Croll, Kelly Hedge-Holmes, Kirstin Henry","doi":"10.5456/wpll.24.3.10","DOIUrl":"https://doi.org/10.5456/wpll.24.3.10","url":null,"abstract":"This paper highlights a successful pre-entry programme whilst providing an example of evaluation research methodology. The key contribution made is the power of scale. As the programme has been running since 1999 with the same aims, academic focus and structures, it provides the unique\u0000 extent of longitudinal data available for study. Comparative analysis to determine student success outcomes utilised the methodology described by Walker et al (2004), for performance in Year 1 of a single cohort, and was expanded to include statistical analysis of student continuation and\u0000 degree completion. The intervention group, who participated in the widening participation programme before commencing an undergraduate degree at one higher education institution, is more socio-economically disadvantaged than the comparison groups and yet, we demonstrated no significant difference\u0000 in outcomes at cohort level. We show that those from the most socioeconomically disadvantaged postcodes were slightly more likely to perform well in Year 1, continue and complete their degree. We conclude the programme engages with and provides the most benefit for the widening access target\u0000 group identified by the Scottish Government.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74654345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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