Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network最新文献_第2页

Insights into outreach: the research potential of online focus groups 洞察外展:在线焦点小组的研究潜力

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.25.1.51

Neil Raven

{"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}

引用次数: 0

Rethinking merit? The development of more progressive approaches to university admissions in England 反思价值?英国大学录取方法的进步

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.33

Vikki Boliver, Mandy Powell

{"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}

引用次数: 1

Assessing the impact of regional transformative outreach activities aimed at widening university access, and participation among under-represented groups in schools 评估旨在扩大大学入学机会和学校代表性不足群体参与的区域变革外展活动的影响

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.113

Anthea Rose, Lucy Mallinson

{"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}

引用次数: 0

Engaging Low-Skilled Adults in Education and Training: Exploring Participation Rates, Challenges, and Strategies 让低技能成人参与教育和培训:探索参与率、挑战和策略

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.81

Abigail Helsinger, Donnette Narine, P. Cummins, T. Yamashita

{"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}

引用次数: 0

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 扩大参与、评估和绩效:运用批判性话语分析探讨英国高等教育准入和参与计划(2020-2025)、监管指导和随附文本中的绩效

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.56

Naomi Clements

{"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}

引用次数: 0

Learning together: Widening participation research with, for and by young researchers 共同学习:扩大青年研究人员的研究参与

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.140

A. Houghton, J. Armstrong

{"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}

引用次数: 0

Breaking down barriers to postgraduate study: Taking an access approach through the 'Get into Masters' Study' initiative 打破研究生学习的障碍:通过“进入硕士学习”倡议采取准入方法

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.198

T. Lowe

引用次数: 0

Editorial – general edition

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.1

M. Heagney, J. Butcher

引用次数: 0

Are t he Office for Students' standards of evidence appropriate? Why it matters for widening participation 学生办公室的证据标准合适吗? ?为什么它对扩大参与很重要

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.189

T. Fryer

引用次数: 0

The Top-Up Programme: Two decades of widening participation provides evidence of impact on student success against a background of socio-economic disadvantage 补充计划:二十年来不断扩大的参与证明了在社会经济不利的背景下对学生成功的影响

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.10

A. Browitt, N. Croll, Kelly Hedge-Holmes, Kirstin Henry

{"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}

引用次数: 0