Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network最新文献

Can role models help encourage young people to apply to (selective) universities? Evidence from a large-scale English field experiment 榜样能帮助鼓励年轻人申请(名牌)大学吗?来自大规模英语实地实验的证据

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.4

Michael Sanders, Raj Chande, Eliza Kozman

引用次数: 0

Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases 创造性艺术高等教育中阅读障碍差异与语境研究:三个典型案例

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.125

Melanie Gale Davies

{"title":"Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases","authors":"Melanie Gale Davies","doi":"10.5456/wpll.25.1.125","DOIUrl":"https://doi.org/10.5456/wpll.25.1.125","url":null,"abstract":"Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"10 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":"136037223","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}

引用次数: 0

Sociological insights: Designing pedagogically sound blended learning programs in enabling contexts 社会学见解:在有利的环境中设计教学上合理的混合学习计划

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.30

Michelle Mansfield, Joel McGregor, Kate Mellor

{"title":"Sociological insights: Designing pedagogically sound blended learning programs in enabling contexts","authors":"Michelle Mansfield, Joel McGregor, Kate Mellor","doi":"10.5456/wpll.25.1.30","DOIUrl":"https://doi.org/10.5456/wpll.25.1.30","url":null,"abstract":"Higher education is currently experiencing an increasing focus on the use of innovative teaching methods to engage student cohorts within an atmosphere of shrinking university budgets. In this milieu, blended learning (BL), or integrating audio-visual materials into current face-to-face course designs, has become an increasingly attractive option that increases flexibility for students whilst adhering to challenging budgetary demands. In this paper, implementing BL in two sociology courses of an Australian university???s pathways program will be subject to critical reflection. Enabling pathways are free open-access programs offered to people who do not have the qualifications required for direct entry into an undergraduate degree program. We disseminated a suite of BL modules during 2019. These modules included visual learning objects featuring experts within their disciplinary fields and have a focus on bringing sociological theory into a real-world context. This paper aims to critique this pedagogical practice within a widening participation framework. We will examine the challenges of teaching students from under-represented backgrounds, including flexibility, engagement and infrastructure, and suggest a new pedagogical framework to address these challenges in a supportive environment.","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":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037224","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}

引用次数: 0

Multi-intervention outreach across Law, Social Sciences, and Health Sciences: Reflections from online delivery 跨法律、社会科学和健康科学的多干预外展:来自在线交付的反思

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.185

Stephanie Jong, Laura Harvey, Kristina Garner

{"title":"Multi-intervention outreach across Law, Social Sciences, and Health Sciences: Reflections from online delivery","authors":"Stephanie Jong, Laura Harvey, Kristina Garner","doi":"10.5456/wpll.25.1.185","DOIUrl":"https://doi.org/10.5456/wpll.25.1.185","url":null,"abstract":"Multi-intervention outreach is defined as combining two or more activities into an ongoing programme of support for students at different stages of their education. This paper details three multiintervention outreach programmes in the disciplines of Law, Social Sciences, and Health Sciences. The Preparing for Law programme was designed as an in-person multi-intervention outreach programme; the Preparing for Social Sciences programme transitioned from face-to-face to online delivery, and the Preparing for Health Sciences programme was planned solely online due to COVID-19 pandemic restrictions. The discussion draws on the experiences and reflections from three academic leads who designed and implemented the programmes. The focus of these reflections centre on programme design, resourcing and engagement, entwined with their learnings from design changes due to the COVID-19 pandemic. It is imperative for future programme leads to consider the timing in designing a multi-intervention outreach programme, along with factors affecting participant motivation to enhance programme engagement. Additional consideration should be given to the cost-effectiveness of online/hybrid programmes.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"8 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":"136037222","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}

引用次数: 0

Scientist encounters: Igniting parental aspirations to support young scientists ‐ a pilot study 科学家遭遇:点燃父母支持年轻科学家的愿望-一项试点研究

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.213

Naomi Fallon, Rory McDonald, Cherry Canovan

引用次数: 0

Financial well-being and capability of widening participation students and a text message intervention to improve it 财政福利和能力的扩大参与学生和短信干预，以改善它

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.153

Emma Stockdale, Michael Sanders

引用次数: 0

Editorial – general edition 编辑 - 普通版

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.1

Stephanie McKendry

引用次数: 0

A typology of social equity discourses and its contribution to a wicked problem 社会公平话语的类型学及其对一个邪恶问题的贡献

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.221

Ana Larsen

引用次数: 0

The impact of the pandemic on widening participation students: the teaching professionals’ perspective 大流行对扩大学生参与的影响:教学专业人士的观点

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.99

Neil Raven

{"title":"The impact of the pandemic on widening participation students: the teaching professionals’ perspective","authors":"Neil Raven","doi":"10.5456/wpll.25.1.99","DOIUrl":"https://doi.org/10.5456/wpll.25.1.99","url":null,"abstract":"A number of studies have shown that the COVID-19 pandemic has had a disproportionately adverse effect on the education of those from more disadvantaged backgrounds. However, less is known about the pandemic's impact on the educational ambitions of the same young people and their prospects for progressing to higher-level study. Although those engaged in widening access have continued to provide support to these students, the circumstantial evidence suggests that the lockdowns and school closures associated with the pandemic may have further widened the participation gap between young people from more affluent backgrounds and their less advantaged peers. Now schools have reopened and things have return to normal, there is a need to understand the progression challenges those from widening participation backgrounds face. This study seeks to do this by drawing on the insights of 14 teaching professionals from a selection of schools and colleges in the English West Midlands with catchment areas that draw heavily on disadvantaged neighbourhoods. Conducted in spring 2021, the semistructured interviews with these teachers presented an opportunity to reflect on the impact of more than 12 months of educational disruption and to consider what is now needed to widen university access.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"11 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":"136037225","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}

引用次数: 0

Higher education policies for applicants with criminal records in the United Kingdom: Are universities ‘banning the box’? 英国对有犯罪记录申请人的高等教育政策:大学是否“禁止这个盒子”?

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.72

Charlotte Brooks

{"title":"Higher education policies for applicants with criminal records in the United Kingdom: Are universities ‘banning the box’?","authors":"Charlotte Brooks","doi":"10.5456/wpll.25.1.72","DOIUrl":"https://doi.org/10.5456/wpll.25.1.72","url":null,"abstract":"In response to the introduction of the Data Protection Act (2018), the Universities and Colleges Admissions Service (UCAS) no longer require applicants to non-regulated degrees to disclose unspent convictions on their university applications. The UCAS application represents just one stage of the admissions process, but there are other stages where applicants′ criminal history information can be requested. This paper reports the findings from an analysis of 143 university criminal record policies to explore if, how and why applicants′ disclosures are used within the undergraduate admissions process. Findings indicate that 103 institutions continue to make it compulsory for applicants to non-regulated degrees to disclose their unspent criminal record. This requirement has the potential to create challenges for a substantial proportion of the population, should they decide to apply to university. University policies often justify the use of compulsory criminal record disclosures to support `safeguarding procedures´ or as part of their ???duty of care towards staff and students???. Yet university policies provide no evidence or explanation to suggest that asking applicants to self-disclose their unspent criminal records effectively supports these aims. Consequently, this paper calls into question the rationalities universities use to justify their practices towards applicants with criminal records.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"15 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":"136037217","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}

引用次数: 0