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.
{"title":"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","authors":"R. Maccabe","doi":"10.5456/wpll.23.1.5","DOIUrl":"https://doi.org/10.5456/wpll.23.1.5","url":null,"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\u0000 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\u0000 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\u0000 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\u0000 are needed to increase staff and student awareness of, engagement in and learning from WP practices to achieve a holistic approach.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86836074","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 paper reflects on how a university community engagement (CE) project, run at a higher education (HE) institution in the south of England and established in 2014 as a series of community sport type initiatives, has had two elements related to widening participation emerge. Firstly, the CE has played a role in extending the learning of over 100 students enrolled on sports coaching degrees. This is demonstrated through some of them explicitly stating that their experience of the CE has informed their decisions to continue their education and enter Initial Teacher Training (ITT) programmes. The second element relates to the specific experiences of a local primary school that visits the HE to participate in the CE programme. Here, by linking community needs and resources, some of the key personnel from the school have explained how the visits have contributed to the schoolchildren's educational aspirations. Whilst this element is not necessarily certain in its eventual outcome, given the young age of the participants, this innovative practice paper does extol the benefits of community collaborations and uniting efforts; it shares some of the key principles necessary for others to replicate the CE programme in order to support widening participation and lifelong learning.
{"title":"Community engagement, extending higher education student learning and raising aspirations of primary school children: initial reflections","authors":"P. Crisp","doi":"10.5456/wpll.23.1.169","DOIUrl":"https://doi.org/10.5456/wpll.23.1.169","url":null,"abstract":"This innovative practice paper reflects on how a university community engagement (CE) project, run at a higher education (HE) institution in the south of England and established in 2014 as a series of community sport type initiatives, has had two elements related to widening participation\u0000 emerge. Firstly, the CE has played a role in extending the learning of over 100 students enrolled on sports coaching degrees. This is demonstrated through some of them explicitly stating that their experience of the CE has informed their decisions to continue their education and enter Initial\u0000 Teacher Training (ITT) programmes. The second element relates to the specific experiences of a local primary school that visits the HE to participate in the CE programme. Here, by linking community needs and resources, some of the key personnel from the school have explained how the visits\u0000 have contributed to the schoolchildren's educational aspirations. Whilst this element is not necessarily certain in its eventual outcome, given the young age of the participants, this innovative practice paper does extol the benefits of community collaborations and uniting efforts; it shares\u0000 some of the key principles necessary for others to replicate the CE programme in order to support widening participation and lifelong learning.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"136 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77450852","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}
Further education colleges (FECs) are significant providers of level 3 (higher education (HE) entry) courses. Yet, their role in preparing students, including those from widening participation backgrounds, for HE is often overlooked. Indeed, recent reports from the Office for Students have focused on the low HE progression rates returned by colleges. However, this focus overlooks the reality that students educated in FECs do progress and that in many instances colleges are very successful in this endeavour, given that those studying with them are more likely to come from educationally and economically disadvantaged backgrounds. This paper reports on the findings from a recent study that sought to identify the effective progression practices being pursued in two FECs. These include institution-wide activities as well as initiatives adopted at subject level. Whilst the latter have received less attention in the literature, the qualitative approach adopted in this study, which involved drawing on the insights of students as well as teaching staff, was able to detail the application of these subject-level practices. The article concludes by arguing for the wider adoption of subject-level as well as institution-wide practices, and for their potential to be recognised by those working in the HE sector more generally.
{"title":"Making a difference: insights into effective HE progression practices in further education colleges","authors":"Neil Raven","doi":"10.5456/wpll.23.1.79","DOIUrl":"https://doi.org/10.5456/wpll.23.1.79","url":null,"abstract":"Further education colleges (FECs) are significant providers of level 3 (higher education (HE) entry) courses. Yet, their role in preparing students, including those from widening participation backgrounds, for HE is often overlooked. Indeed, recent reports from the Office for Students have focused on the low HE progression rates returned by colleges. However, this focus overlooks the reality that students educated in FECs do progress and that in many instances colleges are very successful in this endeavour, given that those studying with them are more likely to come from educationally and economically disadvantaged backgrounds. This paper reports on the findings from a recent study that sought to identify the effective progression practices being pursued in two FECs. These include institution-wide activities as well as initiatives adopted at subject level. Whilst the latter have received less attention in the literature, the qualitative approach adopted in this study, which involved drawing on the insights of students as well as teaching staff, was able to detail the application of these subject-level practices. The article concludes by arguing for the wider adoption of subject-level as well as institution-wide practices, and for their potential to be recognised by those working in the HE sector more generally.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87682273","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 study explores the relationship between extra-curricular opportunities offered by a UK higher education institution and participants' subsequent educational and occupational trajectories. We present a statistical analysis of the association between participation in a range of such interventions and undergraduate learner outcomes, including grade-based assessment scores, module pass/failure rates, final degree classifications and graduate progression rates to higher study or professional employment. We find strong statistical evidence that participation is positively correlated with improved student outcomes, which holds when controlling for other key factors that influence student success, including gender, ethnicity, disability, age, subject area and pre-entry qualifications. When student groups with an existing pre-disposition towards lower achievement participate in extracurricular activities, the evidence suggests that their participation helps to negate the existing socio-economic and demographic effects on educational outcomes. Engagement with 'out of classroom' pursuits is a critical element of the student experience, and increasing opportunities to those student groups who may not typically access them is likely to add value to the overarching student experience, both at university and beyond.
{"title":"Extra-curricular activities in higher education: enhancing the student experience","authors":"M. Kerrigan, Amy Manktelow","doi":"10.5456/wpll.23.1.123","DOIUrl":"https://doi.org/10.5456/wpll.23.1.123","url":null,"abstract":"This study explores the relationship between extra-curricular opportunities offered by a UK higher education institution and participants' subsequent educational and occupational trajectories. We present a statistical analysis of the association between participation in a range of such\u0000 interventions and undergraduate learner outcomes, including grade-based assessment scores, module pass/failure rates, final degree classifications and graduate progression rates to higher study or professional employment. We find strong statistical evidence that participation is positively\u0000 correlated with improved student outcomes, which holds when controlling for other key factors that influence student success, including gender, ethnicity, disability, age, subject area and pre-entry qualifications. When student groups with an existing pre-disposition towards lower achievement\u0000 participate in extracurricular activities, the evidence suggests that their participation helps to negate the existing socio-economic and demographic effects on educational outcomes. Engagement with 'out of classroom' pursuits is a critical element of the student experience, and increasing\u0000 opportunities to those student groups who may not typically access them is likely to add value to the overarching student experience, both at university and beyond.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"2165 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86555097","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}
Social equity in higher education has been a priority for universities and policy makers throughout Organisation for Economic Co-operation and Development (OECD) nations for more than a decade. Limited improvement is seen among students in under-represented groups which remains a concern and for this reason social equity in higher education is presented as a wicked problem. This article will outline the steady massification of higher education where elitist discourses were largely abandoned, while social equity discourses flourished. The discussion will include key documents that have wielded great influence on discourse including The Bradley Review, Performance-Based Funding (PBF) and the Job-Ready Graduates legislation. After illuminating the Australian political context, this article will define four social equity discourses currently distinguishable in higher education literature: meritocratic, economist, social justice and human potential. Interrogation of these discourses will reveal complexity and divergence that contributes to the wicked nature of improving social equity in higher education.
{"title":"Social equity in higher education: a wicked problem exacerbated by multiple discourses","authors":"Anita M Larsen, S. Emmett","doi":"10.5456/wpll.23.1.191","DOIUrl":"https://doi.org/10.5456/wpll.23.1.191","url":null,"abstract":"Social equity in higher education has been a priority for universities and policy makers throughout Organisation for Economic Co-operation and Development (OECD) nations for more than a decade. Limited improvement is seen among students in under-represented groups which remains a concern\u0000 and for this reason social equity in higher education is presented as a wicked problem. This article will outline the steady massification of higher education where elitist discourses were largely abandoned, while social equity discourses flourished. The discussion will include key documents\u0000 that have wielded great influence on discourse including The Bradley Review, Performance-Based Funding (PBF) and the Job-Ready Graduates legislation. After illuminating the Australian political context, this article will define four social equity discourses currently distinguishable\u0000 in higher education literature: meritocratic, economist, social justice and human potential. Interrogation of these discourses will reveal complexity and divergence that contributes to the wicked nature of improving social equity in higher education.","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":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77709217","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 reports the findings of a small-scale project which examines how a bespoke bridging module supported those affected by homelessness into higher education. The module was developed on the premise that a successful widening participation project needs to base learning on the lived experience of the individuals. It aimed to support individuals by valuing their personal experiences and developing academic confidence through shared ownership of learning. The findings draw on qualitative interviews with six participants who took part in the bridging module. All had been affected by homelessness and many were recovering from alcohol and/or drug addiction. A narrative methodological approach was used, drawing on Brown and Gilligan's Listening Guide (1991), to explore how participants changed throughout the course of the module. Out of the six who took part, five were accepted onto higher education courses. In addition, all experienced multiple personal benefits, including increased confidence, raised aspirations, improvements in mental health, support with recovery from alcohol/and or drug addiction, and new and renewed relationships. It is concluded that a bespoke bridging module can be both powerful and transformational for those who have been affected by homelessness.
{"title":"From adversity to university - the transformational power of a bespoke bridging module to support those affected by homelessness into higher education","authors":"Becky Edwards, S. Lyndon","doi":"10.5456/wpll.23.1.102","DOIUrl":"https://doi.org/10.5456/wpll.23.1.102","url":null,"abstract":"This paper reports the findings of a small-scale project which examines how a bespoke bridging module supported those affected by homelessness into higher education. The module was developed on the premise that a successful widening participation project needs to base learning on the\u0000 lived experience of the individuals. It aimed to support individuals by valuing their personal experiences and developing academic confidence through shared ownership of learning. The findings draw on qualitative interviews with six participants who took part in the bridging module. All had\u0000 been affected by homelessness and many were recovering from alcohol and/or drug addiction. A narrative methodological approach was used, drawing on Brown and Gilligan's Listening Guide (1991), to explore how participants changed throughout the course of the module. Out of the six who took\u0000 part, five were accepted onto higher education courses. In addition, all experienced multiple personal benefits, including increased confidence, raised aspirations, improvements in mental health, support with recovery from alcohol/and or drug addiction, and new and renewed relationships. It\u0000 is concluded that a bespoke bridging module can be both powerful and transformational for those who have been affected by homelessness.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76808125","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}
The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labour market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' re-employment prospects. This qualitative study examines measures taken in response to COVID19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees.
{"title":"Adult education and the impacts of the COVID-19 pandemic: an international perspective","authors":"O. Dikhtyar, Abigail Helsinger, P. Cummins","doi":"10.5456/wpll.23.1.201","DOIUrl":"https://doi.org/10.5456/wpll.23.1.201","url":null,"abstract":"The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic\u0000 recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labour market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' re-employment\u0000 prospects. This qualitative study examines measures taken in response to COVID19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government\u0000 funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"51 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91060069","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}
The purpose of this small-scale study was to explore the aspirations of a final year cohort of students on an Education Studies degree programme at one School of Education, within a London university, with the intention of widening graduate employment opportunities. The Education Studies degree attracts candidates who are almost always aspiring for a career in the teaching profession, and in particular, the primary sector. The responses collected via a survey revealed that thirty per cent of respondents were going to take up jobs in non-graduate employment, a job that they could have secured without a degree. The School of Education, in a bid to increase graduate employment opportunities, widened the choice of career routes into teaching by providing two additional teacher training courses for the post compulsory sector. This is the first phase of the research. The following phase, planned for next year, will track the students into their teaching roles in order to evaluate the popularity and success of these graduate courses.
{"title":"Widening graduate employment opportunities for students on Education Studies degrees: a case study at a School of Education in one London university","authors":"I. Burnell, J. Roffey-Barentsen, Andrea McMahon","doi":"10.5456/wpll.23.1.178","DOIUrl":"https://doi.org/10.5456/wpll.23.1.178","url":null,"abstract":"The purpose of this small-scale study was to explore the aspirations of a final year cohort of students on an Education Studies degree programme at one School of Education, within a London university, with the intention of widening graduate employment opportunities. The Education Studies\u0000 degree attracts candidates who are almost always aspiring for a career in the teaching profession, and in particular, the primary sector. The responses collected via a survey revealed that thirty per cent of respondents were going to take up jobs in non-graduate employment, a job that they\u0000 could have secured without a degree. The School of Education, in a bid to increase graduate employment opportunities, widened the choice of career routes into teaching by providing two additional teacher training courses for the post compulsory sector. This is the first phase of the research.\u0000 The following phase, planned for next year, will track the students into their teaching roles in order to evaluate the popularity and success of these graduate courses.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88229927","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}
The role of peer and friendship-group conversation in educational and career choices is of great relevance to widening participation (WP) practitioners, but has been little studied in recent years. We interviewed young people and WP practitioners in Carlisle, an isolated city in the UK, to interrogate this subject. We found that young people were clearly discussing their future choices, sometimes overtly and sometimes in 'unacknowledged conversations'. However some topics and ambitions were seen as 'too private' to discuss; all of our young people had a plan for the future, but many believed that some of their friends did not, possibly because of this constraint. We also discuss the role of older students in informing choices, the phenomenon of 'clustering' that can lead to young people funnelli ng into certain options, and the role that geographical isolation might play in exacerbating some effects. Finally we give some recommendations for WP practice based on these findings.
{"title":"Hidden speech, private thoughts: a case study in peer conversation and educational choice","authors":"Cherry Canovan, Rory M. McDonald, N. Fallon","doi":"10.5456/wpll.23.1.148","DOIUrl":"https://doi.org/10.5456/wpll.23.1.148","url":null,"abstract":"The role of peer and friendship-group conversation in educational and career choices is of great relevance to widening participation (WP) practitioners, but has been little studied in recent years. We interviewed young people and WP practitioners in Carlisle, an isolated city in the\u0000 UK, to interrogate this subject. We found that young people were clearly discussing their future choices, sometimes overtly and sometimes in 'unacknowledged conversations'. However some topics and ambitions were seen as 'too private' to discuss; all of our young people had a plan for the future,\u0000 but many believed that some of their friends did not, possibly because of this constraint. We also discuss the role of older students in informing choices, the phenomenon of 'clustering' that can lead to young people funnelli ng into certain options, and the role that geographical isolation\u0000 might play in exacerbating some effects. Finally we give some recommendations for WP practice based on these findings.","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":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84757792","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}
Within our institutions, there are an increasing number of projects that aim to make our programmes more inclusive. These kinds of projects can be motivated by a desire to address the attainment gap between students with differing ethnicities. This discussion piece aims to widen the conversation by recognising that it is essential that inclusivity does not stop at considering only the ethnicity of our students. Setting inclusivity within an agenda of continual programme enhancement keeps the need to shrink the ethnicity attainment gap in focus whilst remaining mindful of the needs of all students, whatever their age; gender; race; socio-economic background; or level of physical or academic ability. Specifically, when we aspire to improve the outcomes for our lowest attaining students, we take an intersectional approach to student support and the positive spill-over effects of the changes to content, assessment and formative feedback mechanisms we put in place will benefit the many as we pursue a more inclusive curriculum.
{"title":"An inclusive model of programme enhancement","authors":"D. Reilly, L. Warren","doi":"10.5456/wpll.22.3.166","DOIUrl":"https://doi.org/10.5456/wpll.22.3.166","url":null,"abstract":"Within our institutions, there are an increasing number of projects that aim to make our programmes more inclusive. These kinds of projects can be motivated by a desire to address the attainment gap between students with differing ethnicities. This discussion piece aims to widen the\u0000 conversation by recognising that it is essential that inclusivity does not stop at considering only the ethnicity of our students. Setting inclusivity within an agenda of continual programme enhancement keeps the need to shrink the ethnicity attainment gap in focus whilst remaining mindful\u0000 of the needs of all students, whatever their age; gender; race; socio-economic background; or level of physical or academic ability. Specifically, when we aspire to improve the outcomes for our lowest attaining students, we take an intersectional approach to student support and the positive\u0000 spill-over effects of the changes to content, assessment and formative feedback mechanisms we put in place will benefit the many as we pursue a more inclusive curriculum.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"1 1","pages":"166-172"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75541322","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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