Reality Bytes: Using Technology in Mooting

Widening participation in higher education can be a force for democratisation and differentiation. In the developing world, there has been scant research and theorisation of how different structures of inequality intersect or how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. Socio-cultural theory has not been widely applied to research on higher education in low-income countries, nor has there been consideration of the part that private higher education plays in widening participation. In short, there has been limited scholarship on the sociology of higher education in low-income countries. This paper is based on our ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (www.sussex.ac.uk/education/wideningparticipation). Findings to date suggest that opportunity structures reflect social inequalities.

This paper examines one of the key temporal characteristics evident in public policy frames for widening participation in higher education. It demonstrates that the ambitions of such policies are potentially compromised by temporal notions implicated in a mode of chronocentrism, forecasting the future as a ‘minimal departure’ from the present. Engaging with the latest research into Futures Literacy and Anticipation it outlines alternative strategies for recognising and renegotiating such constraints (‘What If?’ scenarios and gaming), opening up pathways for policymakers and practitioners to imagine the future of higher education as a more inclusive and equitable time–space.

Chapter 8 - Widening Participation in Higher Education: Preparatory Education Program for Students From Ethnic Minority Backgrounds

In 1998 education was declared “the best economic policy that we have” (Department for Education and Employment [DfEE], 1998) highlighting links between educational attainment and potential earning power. It was from this point on that widening participation became an integral part of what education policy was about. Importantly, alongside this notion comes the assumption that economic, social, political and cultural injustices can be solved through education and up skilling. Offered as an opinion piece, for work that is on-going and expanding, this paper critiques the use of the most salient educational economic driver of the last 20-25 years, namely widening participation. This paper argues that the consequences of widening participation in higher education have been concealment of continuing social divisions, largely because they have been underpinned by neo-liberal rhetoric. It suggests counter-action through transgressive learning and teaching practice towards a consequence of remaking higher education that works more effectively for the disenfranchised and marginalised.

The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small‐scale mixed‐method study of different vocational learners’ transition from Level 3 courses to consider how these policy discourses are being mediated by ‘learners’ who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents’ longer‐term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents’ different commitments to learning and self‐development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents’ voices to speak back and disrupt policy mantras.

This article examines the role of the New Labour government's agenda for widening participation in higher education as a form of a responsibilising discourse of working-class young people. Under the New Labour administrations of 1997–2010, a concerted attempt was made to attract working-class students into higher education through promotional initiatives such as the Aimhigher programme. Drawing from Raymond Williams' discussion of hegemony and also from Nikolas Rose's concept of the ‘enterprising self’, this article examines three explanatory/promotional documents from the Aimhigher programme, aimed at working-class young people and their parents. The documents are analysed as materialisations of a powerfully hegemonic discourse of ‘responsibilisation’ towards participation in higher education. The article concludes with a discussion of the ways in which the widening access agenda has shifted since the Conservative-led coalition government came to power in 2010.

Aimhigher was discontinued on 31 July 2011. This paper reviews the literature analysing its contribution to widening participation to higher education in the UK. Successes of Aimhigher are considered alongside its challenges; particularly the necessity to situate policy within the diverse demands of 42 areas covering England. These issues are considered in the context of wider contemporary debates concerning the quality of research into widening participation and instruments used to evaluate policy. Four strands of literature are identified and analysed: Aimhigher's impact and evaluation, its effectiveness in targeting beneficiaries, the progression and tracking of students and policy.

With recent massification policies and reforms, Australia’s widening participation agenda has been instrumental in increasing participation of marginalised students in higher education. This paper considers how a sense of belonging can be instilled in marginalised students, improving retention and success and ultimately widening participation in higher education. It is recognised that one of the most important contributors to student engagement is the educator. Unfortunately, in academia today, educators are increasingly time-poor for several reasons including the neo-liberal nature of higher education, the COVID-19 pandemic and an emergency move to remote teaching. This article applies Bandura’s concept of self-efficacy to highlight how, when nurtured effectively, the student-educator relationship can contribute to improving students’ self-efficacy and their sense of belonging. Self-efficacy has been shown to affect aspirations, behavioural choices, maintenance of effort and affective reactions (Bandura, 1997), all of which can contribute to, or inhibit, students’ academic success. Self-efficacy can be increased via four sources: mastery experiences, verbal persuasion, vicarious experiences, and emotional and physiological states (Bandura, 1997). Central to this discussion is the value of vicarious experiences as a conduit between the educator and student in developing a student’s self-efficacy. This article provides practical advice for educators so they may focus their efforts and build strong student relationships in the most effective manner.

This special issue of Critical Studies in Education has its origins in the research of Australia's National Centre for Student Equity in Higher Education and a national conference it convened in Oc...

The “European Access Network” is the only European‐wide non‐governmental body that focuses exclusively on widening participation in higher education, but in an age of “mass” higher education, who needs advocates for access? Surely the case for greater equity has already been made and won? A close look at the evidence, however, indicates that those who were under‐represented before are often under‐represented still. The European Access Network highlights this problem, demolishes the myths by examining the evidence, identifies solutions, promotes good practice, and puts on pressure for a more equitable higher education. This article investigates the progress that is being made, identifies what remains to be done, and suggests the most effective strategies for success.

This chapter explored the transformative potential of the HyFlex approach in college-based higher education settings. The study indicates that HyFlex learning has the potential to enhance existing provisions by providing adaptable and flexible learning experiences, aligning with the fluid needs of individuals in contemporary society. Leaning on the work of Zygmunt Bauman, the chapter denotes the need for flexibility and adaptability. The research further reveals that HyFlex modalities can accelerate course delivery, addressing a critical preference among students for speed and instantaneity in education. This finding aligns with Bauman's concept that speed is valued for its association with convenience, efficiency, and progress in the present modernity. Likewise, HyFlex holds promise in widening participation in higher education by offering greater flexibility and cost reduction. A significant observation is the equilibrium HyFlex teaching and learning brings between traditional learning styles and emerging digital technologies. Despite its potential benefits, potential challenges emerge regarding appropriate equipment and environments for high-quality delivery. The chapter suggests that educational institutions must adapt provisions and invest in professional development to unlock the full potential of HyFlex teaching and learning. Similarly, there is the risk that HyFlex could be used as a transactional tool to increase student numbers and instant gratification for students, potentially comprising the depth of learning. In short, the HyFlex approach can be embraced to help individuals adapt and thrive in a digital age, offering diverse possibilities for learning.

While there has been a sustained focus on widening participation in higher education internationally, there are few empirical accounts of the experiences and perceptions of ‘equity’ students in STEM subjects, and even less that examines this in the elite university context. Reporting from the Australian higher education context, this article outlines findings from an exploratory, mixed-method study of students enrolled in a Science Faculty in a ‘prestigious’ research-intensive university. The study involved a faculty-wide survey of students, collecting demographic data and perceptions of equity, and follow-up focus groups focusing on students’ perceptions of equity and their experiences of studying STEM in the elite context. The findings provide new insights into the composition of the Science student cohort and their lived experiences of feeling like outsiders in the elite context. This article reflects on how structural barriers, institutional assumptions, navigational experiences and staff engagement impact on equity students’ engagement and sense of belonging. We argue that supports must be visible, accessible and targeted, rather than limited to centralised services. We conclude by foregrounding the perceived importance of ‘care’ from Faculty staff and argue for more Faculty-embedded supports if we are to create a more diverse STEM student cohort and workforce.

How and why social science theory can contribute to medical education research

In South Africa widening participation in higher education is located within a transformation discourse that sought to change the demographics of the student population in public higher education institutions. Current literature on public higher education participation demographics suggests that the transformation agenda of increasing the participation of previously disadvantaged population groups have been met in terms of headcount. There are, however, concerns raised about equality of opportunity to access public higher education institutions, especially with regard to potential students from deep rural contexts and who have attended school education in impoverished communities. In attempting to address these concerns, higher education institutional marketing became one of the communication tools through which higher education studies were promoted across the country. Although, higher education institutional marketing at Universities of Technology has been well established within South Africa, the marketing recruitment strategy employed was largely intended for the urban and sub-urban contexts. This study focuses on this challenge within a social justice and equality discourse. The study, therefore, engages with the literature on higher education transformation, marketing, social justice, equity and equality to show the complexity of higher education institutional marketing and highlights the inequalities in current marketing strategies and practices that continues to disadvantage marginalised communities from accessing higher education studies. The primary aim of this study is to explore the inequalities in current higher education institutions’ marketing processes to recruit potential students from geographically marginalised communities, with a view to reducing these inequalities. The study explored the marketing strategies employed by a University of Technology to understand the experiences and concerns identified by learners and teachers of deep rural schools in accessing higher education. The case study approach to methodology required a mixed method for the data collection from stakeholders (grade 12 learners and educators) of three secondary schools in three different deep rural contexts. A survey was conducted using a questionnaire to obtain information from grade 12 learners. In addition, the Life Orientation educators of these three schools were interviewed. In order to obtain a holistic perspective of the institutional marketing efforts, current first year university students from deep rural contexts were interviewed to explore their experiences into higher education. The analysis of the data revealed that learners in deep rural contexts were aware of higher education studies, but the information received about accessing and studying at a higher education institution was inadequate to make informed decisions. The study also found that there was a mismatch between what was marketed by higher education institutions and the needs of the learners and the community. Furthermore, the needs and resources for the potential students from disadvantaged communities were identified. Therefore, a customised recruitment strategy is proposed with regard to the promotional materials and processes to encourage and support aspiring higher education students. The findings proposes a marketing strategy that is located within a social justice, equity and equality framework that aligns institutional marketing with the needs of the communities located in deep rural and impoverished contexts. In other words, a strategic community engagement action plan between the university and the department of education is suggested. The study, therefore, makes recommendations to higher education institutions about marketing strategies that would be relevant to a diverse target market, particularly to marginalised or rural areas in KwaZulu-Natal. In addition, the study makes recommendations to address inequalities in institutional marketing that could lead to views about substantive equality needed for higher education transformation within the current South African context.

This article examines the objectives and principles of UK university foundation programmes, with a particular focus on Durham University’s Foundation Programme. Through an in-depth interview with Steve Leech, Head of Academic Transitions at Durham, the article explores how foundation years provide a route into higher education for students from under-represented groups and disadvantaged backgrounds. It highlights the multiple roles of foundation programmes in promoting social justice while also meeting institutional and governmental goals for widening participation in higher education. Leech outlines four pillars – epistemological maturity, metacognition, self-regulation, and self-efficacy – which underpin the programme’s approach to preparing students to succeed at university. The article also discusses the challenges facing foundation programmes in a market-driven educational landscape, while reaffirming their transformative potential for students. Durham’s programme is presented as a case study of how foundation programmes can empower learners by explicitly teaching the “rules of the game” in higher education.