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It is not just about evaluation: the role of research in supporting widening participation

by Neil Raven

Much attention is now directed towards the role of evaluation in efforts to widening higher education participation. Indeed, the evaluation of interventions aimed at broadening HE access, and ensuring the success of those from under-represented groups once they are at university, is considered a priority by the Office for Students [OfS], (Blake 2022; OfS, 2023a; OfS, 2024).

Various guidance documents prepared by the HE regulator, both for individual higher education providers (OfS, 2023b), and Uni Connect, the government funded collaborative outreach programme (OfS, 2022), set out a rationale for this focus. ‘High quality evaluation,’ it is argued, ‘allows universities and colleges to understand the impact of their work to support students’, and to improve the effectiveness of this work (OfS, 2023a), and through sharing the findings of such investigations to ‘contribute to the wider evidence base’ (OfS, 2022, 12). In contrast, the role of research in widening participation [WP] receives far less attention and appears to be considered of less significance. Whilst ‘evaluation’ accumulates 42 references in the OfS’s advice to HE providers’ on their access and participation plans, research is mentioned 16 times (OfS, 2023b). More pointedly, the regulator’s guidance to Uni Connect partnerships states that ‘research is not one of the main aims or expected outcomes of funding’ (OfS, 2022, 13).

Yet, arguably, research has an equally important role to play in supporting and advancing the WP agenda. To appreciate this it is helpful to draw out the distinctions between research and evaluation. Perhaps the most fundamental of these relates to the broader remit that research has in ‘seeking new insights’ and making ‘new discoveries.’ Often this involves testing theories or hypotheses, and generating findings that have wider application (Anon, nd, np; Rogers, 2014). For some, research is viewed as ‘active and proactive’, whereas evaluation is ‘reactive’, in the sense of responding to an activity or practice (Anon, 2024, np).

Arguably, these distinct qualities mean that research has the potential to address a number of key WP challenges that remain unexplored in evaluations. For instance, providing insights into the reasons for the comparatively low rates of HE participation amongst particular groups of learners. These include young men from white, working class backgrounds, along with those taking vocational (applied general) courses and studying in further education colleges. All three are areas of current concern for those engaged in widening participation (Atherton and Mazhari, 2019; Raven, 2022; Raven, 2021).

In addition, it is by means of research that we can learn more about the longer-term impact of the pandemic and the cost of living crisis on the progression plans of those from more deprived neighbourhoods, as well as the reasons why some WP students appear more likely to drop out of university-level study. Research can also tell us about the post-graduation experiences of under-represented backgrounds – insights that are of central importance in presenting the case for HE.  Indeed, research can be viewed as complementary to evaluation. Research can provide insights and guidance on how a particular WP challenge can be addressed, with evaluation deployed to assess the effectiveness of the measures taken.

Whilst the OfS’s limited support (and funding) may explain some of the comparative neglect of research, the way much WP-related research (admittedly, this includes my own) has tended to be conducted and disseminated may also act as an impediment to recognising its true value. Therefore, besides calling on the OfS to acknowledge the role that research can play in supporting efforts to widen participation, I have five suggestions aimed at fellow researchers for enhancing the accessibility – and impact – of their work:

  • Share research findings with WP practitioners through talks and presentations, as well as more interactive workshops
  • Publish work in journals whose readership includes WP practitioners and policy makers
  • Explore opportunities to circulate findings in more widely read newsletters and e-bulletins
  • Engage directly with practitioners in exploring potential research topics
  • Consider the practical, real world application of research findings.

I would welcome readers’ views on these suggestions.

Neil Raven is an educational consultant and researcher in widening access. Contact him at neil.d.raven@gmail.com.

Acknowledgements – Thank you to Tony Hudson, Lewis Mates, Jessica Benson-Egglenton, Robin Webber-Jones and John Baldwin.


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Inclusive research agendas: what’s excluded?

by Jess Pilgrim-Brown

University discourse, policy, and practice has focused increasingly on access, widening participation and inclusion over the course of the last thirty years (Heath et al, 2013). In particular, understanding access, participation and inclusion for those who align with the different protected characteristics (as defined by the Equality Act 2010) has been of interest to academic research, given various political movements to widen access to higher education. There is a wealth of research in the space of equity, equality, and inclusion which has started to prise open the daily lived experiences of those who hold one or more of the protected characteristics as being part of their identity. Both in the tradition of UK academia, but also from research conducted in the US, we – as a research community – have begun to recognise the institutional and systemic structures which lead to sexism, microaggressions, blatant overt racism, disabilities and health inequalities, issues of access, pastoral burden and caring responsibilities. These facets can lead to extreme workloads, extreme discomfort, bullying and sometimes harassment routinely endured by members of both the academic community and the student body. Of course, research which seeks to make inequalities more transparent has also focused on social class background, which does not feature as one of the nine characteristics outlined by the Equality Act 2010. Here, research has predominantly focused on the experiences of working-class students, academics (and on one occasion, parents) but as yet, in the UK, the remit of who is included here is limited (Crew, 2020; 2021a; 2021b).

There are groups which exist outside the current research narrative which are less considered within the wider body of experiential evidence within the academy (Moreau & Wheeler, 2023; Caldwell, 2022). The ambition to promote access to these voices formed the basis of the rationale for my doctoral thesis research ‘Doing the heavy lifting: the experiences of working-class professional services and administrative staff in Russell Group universities’, completed in 2023. The study featured 13 participants who self-identified as working-class and worked in professional services and administrative roles in UK Russell Group universities. Using a novel approach it combined narrative inquiry (to understand historical personal biography and context) with more traditional semi-structured interviews, to understand the phenomena of existing in contemporary university spaces (Clandinin & Connelly, 2000).

As I discussed both in a presentation at SRHE’s annual conference and within my doctoral thesis research, there are distinct limitations within the academic research body which have isolated the experiences of students and academics with particular protected characteristics, often at the expense of intersectionality or of the representation of other stakeholders who have critical value within university spaces. I addressed the ways in which administrative staff and professional services staff are included within academic research, as a representation of their human capital, roles and responsibilities, the ‘minions of management’ that Dopson & McNay discuss leads to an absence of voice and authority. These accounts focus on the actions performed within the university space rather than the experience these individuals have of that space, and how these experiences reflect the wider institutional culture at play (Caldwell, 2022). This understanding of other people within higher education research as being inextricably connected with role rather than identity and experience is something which was also exemplified by Marie-Pierre Moreau and Lucie Wheeler (2023) in their recent SRHE conference presentation on the current status of academic research literature with ancillary workers in higher education in the UK. Finding little UK-based research, Moreau & Wheeler concluded that the everyday experiences of ancillary workers had thus far, to their knowledge, failed to have been included in the wider narrative about institutional culture and lived experience in UK HEIs. 

In a previous blog post for SRHE, Michael Shattock discussed the centralisation of UK higher education away from regional responsibility and governance. Similarly, the degree to which the internal systems of university administration is centralised, or not, has the potential to facilitate or negate healthy working relationships and partnerships, fostered by governance structures. It is particularly pertinent that the brokers of the relationships which are formed from levels of centralisation are the professional services and administrative staff who facilitate the function and process of legislation, administration and research management and the teaching, research, and technical expertise of those working on academic contractual pathways. And yet, like the ancillary workers who provide critical support to the daily function of the university in the most literal form, the experiential perspectives of these huge groups of university employees are left largely outside of the scope of academic research.

Organisational culture literature dictates that culture is predominantly dictated by three elements: assumptions, values and artefacts (Schein, 2004). Where assumptions are a mental model used by managers to make sense of the environment, values are the socially constructed principles that guide behaviour; these are reflected through speech, approaches and spoken goals. Artefacts are the ‘visible and tangible layer’, in the case of the university, the statues and buildings (Harris, 1998; Joseph & Kibera, 2019). In understanding the possibilities for development and promotion, career trajectories, workload, working environments and relationships between people in higher education it might be possible to make some small-scale assumptions about how much these institutions are indeed changing towards becoming more inclusive or how far removing cultural icons of oppressions, such as statues, is a purely performative act.

By collecting first-hand experiential evidence around the assumptions and values of an institution, the nature of organisational culture might be possible to discern (Harris, 1998). I fail fundamentally to understand how research culture initiatives, which, in their broadest sense tackle the measurement and progression of positive research cultures in universities in the UK, can make any progress on the status and environment of our institutions without having legitimate, robust, empirical evidence driving policy and practice. And that empirical evidence needs to include the perspectives, insights, and opinions of everyone who is a direct stakeholder within the organisation. By omitting large swathes of those who directly affect and are directly affected by that organisation we omit the opportunity to make credible, inclusive, necessary progress both in policy, but also in the implementation of practice. The absence of these voices is an academic failure which, in its current form, fails to address the full spectrum of the political economy of UK universities. It is only in doing more work in this area that progress in equalities agendas can fully be realised.

Dr Jess Pilgrim-Brown is a sociologist and researcher in education. She focuses on issues relating to social class, gender and wider social inequalities. Her thesis research ‘Doing the heavy lifting, the experiences of working-class professional services and administrative staff in Russell Group universities’ was the first of its kind in the UK. Her research interests span sociological theory, innovative methods in qualitative research designs and research ethics. She is a current Research Associate at the University of Bristol and Postdoctoral Researcher at the University of Oxford.


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Reflecting on a second virtual conference…and looking ahead

by Camille Kandiko Howson

I had the honour of being asked to give some closing remarks at the Society for Research into Higher Education’s Annual Conference this year, alongside Prof Chris Millward and the SRHE team. ‘Mobilities in Higher Education’ was the theme of the Society’s second virtual conference. First some reflections.

Mobilities in higher education refer to the movement of students, faculty, and staff within and across national borders for the purpose of pursuing education and research opportunities. This phenomenon has increased significantly in recent years, driven by factors such as globalization, advances in technology, and the growing demand for a highly skilled workforce.

The impact of mobilities on higher education institutions (HEIs) is complex and multifaceted. On the one hand, mobilities can bring benefits such as diversity and internationalization, enhanced research and teaching capabilities, and increased funding and partnerships. On the other hand, mobilities can also pose challenges such as language and cultural barriers, issues with accreditation and recognition of qualifications, and unequal access and participation.

To address these challenges and maximize the benefits of mobilities, HEIs need to develop strategies and policies that support the mobility of students, faculty, and staff. This includes providing adequate support services, facilitating credit transfer and recognition of qualifications, and promoting intercultural competence and global citizenship.

In conclusion, mobilities in higher education are a crucial aspect of the contemporary global education landscape. HEIs need to carefully consider the opportunities and challenges posed by mobilities and develop strategies to support and enhance this phenomenon.

I’ll pause here, because I did not write the previous four paragraphs. I put the title into the ChatGPT open AI chatbot and it spit out the abstract above instantly. This tool launched during the conference week, exciting many delegates and kicking off worries about the future of assessment and feedback in higher education. The possibilities also reminded me why we like to meet up as a community -virtually and physically – to share what is happening and how we can actively shape the future. The conference theme was widely adopted across presentations, showing our desire to come together to learn, teach and research higher education. Now on to my (human) thoughts.

Last year in summarising the conference I highlighted the following:

  • the focus on belonging
  • the increased internationalisation of the programme
  • lack of research on policy in HE in England

The second and third of these themes seemed strong again, and in addition I would note the dominance of the conference theme of ‘Mobilities’ (irony not lost for an on-line conference!). The pandemic has not stopped academics collaborating across institutions. I also noticed powerful research and focus on researchers in conflict-afflicted regions. There was also increased interest in international students – across UG, PGT and PRG levels. Topics included notions of quality and murmurings of geopolitical influences for international students.

Some other themes of note were researchers drawing on contemporary theories (eg the ‘Ideal Student’ research by Billy Wong and Tiffany Chui), moving beyond a Bordieusian dominance. In this vein, I was pleased to see the strength of research involving liaising with target student groups, as partners, in steering groups and in evaluating research.

In credit to the SRHE team, there were great links between papers in sessions, with many feeling more like symposia than separate research papers. It was also amazing to see so many outputs from SRHE-funded research projects being presented.

Reflecting on some of the specific sessions I was able to attend, in Session 2d I was intrigued by the term ‘studiability’: the ability to complete courses on time and with appropriate workload. This is not addressed much in the UK and it would be interesting to see more on this. Another paper explored the recursive relationship between public policy degrees and the jobs graduates go on to do. There were different histories and trajectories across countries – always fascinating insights from comparative research.

A theme across a number of sessions came out in 3b exploring racialised impostor phenomenon, and the importance of role models for students. Similarly, in 11f the impostor phenomenon and explorations of race and gender arose, alongside the importance of students (and others) in self-identifying themselves versus being categorised in identity research. Session 12a had a focus on care leavers, care experienced students and those with caring responsibilities and the challenges working across institutions and social services. This topic was explored in a number of sessions – which is really important in an under-researched area.

These sessions really highlighted the passion researchers have and the change people want to see from their research. And to mention what I did not see much of, there was a lack of research on climate change and cost of living – maybe these current issues have not caught up with the pace of research, or maybe they do not fit well with current research paradigms.

I also did a word cloud analysis of the programme. Interestingly, ‘Students’ trumps ‘Research’ but ‘Academics’ beat ‘Learning’. Make of that what you will. Closing on the theme of mobilities, the top three cities listed in the programme were London, Manchester and Birmingham, and the second most common country in the programme was Australia.

As was mentioned throughout the conference, many of us missed getting together in person. We hope to manage that in some form next year, continuing to build our connections (physical and virtual). And to finish, I asked the ChatGPT bot for the theme for next conference and it suggested: “Innovation, equity and the future of higher education.” Another one to go in the mix, and further (human) ideas welcome.

SRHE member Dr Camille Kandiko Howson is Associate Professor of Education in the Centre for Higher Education Research and Scholarship at Imperial College London. Follow Camille on Twitter @cbkandiko


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But what do the numbers say? How the movement towards datafication might change English higher education

by Peter Wolstencroft, Elizabeth Whitfield and Track Dinning

“The simple truth is that the average student leaves university with £45,800 of debt and if they have nothing to show for it then we have failed them” (Hansard, 2021). The speaker of these words was the then Minister for Higher and Further Education, Michelle Donelan and the sentiment underpins many of the current mechanisms used for assessing quality in English HE. The publication by the Office for Students (OfS) of their new expectations for student outcomes (OfS, 2022a) has, once again, triggered a debate about how we measure the quality of a university education and its impact on the students that study in English universities. The stakes have never been as high, as the OfS state: ‘Universities and colleges that perform below these thresholds could face investigation to allow the OfS to understand the reasons for their performance. If, following investigation, performance is not adequately explained by a provider’s context, the OfS has the power to intervene and impose sanctions for a breach of its conditions of registration.’ (OfS, 2022a)

Since the Browne Report (2010) normalised the payment by students of increased fees for undergraduate programmes, universities have faced a balancing act between two separate imperatives that have influenced the relationship between students and universities. These two approaches are firstly, the educational imperative, that stresses the primacy of the learning experience and the student’s journey through their studies and secondly, the economic imperative, that requires organisations to ensure that their finances allow them to continue to operate. It can be argued that the growing dominance of the latter is rooted in the increased measurement of the sector and how this is used to define the quality of provision provided by any given university. In practical terms, what this means is that, for English universities, adherence to benchmarking figures and ensuring that targets are met may be a key driver in decision making at all levels of the organisation.

Whilst the datafication of education (Stevenson, 2017) is not a new concept, the new OfS guidelines are likely to exacerbate this approach, indeed it can be seen as a formalisation of an ongoing process. A key consequence of this shift has been a reimagining of the relationship between the student and the institution. Originally characterised by some in the post-Browne era as one akin to a customer purchasing a product, it evolved into the student being viewed as a consumer who uses a service but who is also an active participant in the learning process and from there to a co-creator of the process (Tomlinson, 2017). Whilst this apparent balancing of influence has generally been viewed as having a positive benefit in terms of the student experience, the shift exemplified by the new regulations means that the performance of students is increasingly measured in quantitative terms. The danger with this approach is that there is the potential for universities to focus on the quantitative measure of success alone, which would neglect all of the wider, but not measured, improvements in the student journey that have occurred since the Browne Report, such as the increasing amount of employer engagement and the amplification of the student voice.

Concerns increased with the publication of the latest expectations from the OfS and their focus on quantitative measures. Whilst other quality mechanisms such as the Teaching Excellence Framework (TEF) and Ofsted inspections rely on a mixture of quantitative measurement and a supporting narrative, the new guidelines focus largely on data and the outputs for each student. Targets are set for continuation and completion rates as well as graduate outcomes and these targets are aggregated in each of a phalanx of different subsections of students. Many concerns within the sector relate to the vague nature of the wording regarding non-achievement of the targets. Despite the assertion that “(the) OfS only makes a judgement that a provider is not compliant after considering the context in which it is operating” (OfS, 2022a), there is currently no guidance as to how this consideration will be achieved.

English universities have greeted the new guidance with some concern: for example, the latest intervention focuses partially on the salaries students receive fifteen months after completing their programme of study (known as ‘graduate outcomes’). This is controversial as it is a measure that attempts to compare very disparate programmes. The Complete University Guide (2022) quotes average salaries after fifteen months’ employment for accounting and finance as £25,000;  optometry is as low as £17,000 and music degrees average £21,000. In contrast medicine graduates earn an average £30,000. Aside from the issue of disparities in earnings, there is also a lack of accounting for regional disparities with Statista (2021) reporting the median annual earning for full-time employees in the North West being 30% lower than salaries in London. This inequality and its impact on graduate outcomes has already been cited in the decision by some universities to stop offering programmes despite their educational benefit (Weale, 2022).

The backdrop to the revised guidelines (commonly known as ‘B3’ after the subsection of the document it occupies) has been an ongoing discussion about the desirable outcomes of degree level education. The discussion has increasingly focused on how to root out supposed poor practice. If students invest significant amounts of money in their education then many assert with the HE Minister that they should get ‘value for money’ and a positive outcome when their studies are complete. Defining these points drives much of the current discussions. What constitutes a ‘low quality degree’ has been one facet of this discussion, but more pertinent is the achievement gap that exists between differing groups of students and differing programmes of study. Whilst this has always been known, increasing spending has meant that there has been greater scrutiny on groups and programmes perceived to be underachieving.

The revised guidelines focus on definitions; the changes might seem relatively minor when looked at in isolation, but when grouped with other changes in the sector they might have profound implications for university procedures. Universities previously had to ensure that benchmark figures for retention and achievement were met for whole cohorts, but the sector will now subdivide student groups using criteria such as gender, sex or background (OfS, 2022b) and explore the performance of each group. This is likely to change the approach for many universities, as often these subgroups are likely to be small in number, which means that one student’s failure to complete their studies is likely to have a proportionally greater impact on the university as a whole. There is therefore a considerable danger that universities which serve large numbers of disadvantaged students will be less inclined to take risks in admission: this will narrow, rather than widen, access and participation.

On the surface the definitions appear straightforward, with universities needing to make sure that a set percentage of their students continue with their studies, complete their studies and are in what is deemed ‘graduate employment’ within 15 months of graduation. However these figures may lead to a significant change in the way universities manage data and indeed, deal with students.

Under pressure to meet set benchmarks, universities are likely to focus even more attention on the definition of a student within HE. There is always a set period of time between a student registering and when they are included in official figures. This allows for ‘buyer’s remorse’ when students withdraw early on and it also allows people to transfer between programmes if they decide that their initial choice was not the one they want to pursue. Students who withdraw from a programme before the cut-off date are not taken into account in the final figures used when calculating retention figures. This change might affect English HE in the same way as it did when introduced to the further education (FE) sector. Within FE, students were not counted in final figures until they had been enrolled for 42 days. This meant that many organisations completed what became known as a ‘data cleanse’ before the cut-off date, a process where students who were deemed to be at risk of failing their programme were removed from their studies, or moved to a different award.

The danger when introducing new metrics is always that there will be unintended consequences. Whilst trying to measure the quality of a programme of study is clearly worthwhile, the primacy of the data could cause problems. The need to ensure that programmes of study are seen as high quality means that ignoring metrics is often foolhardy and can have detrimental effects on the whole university. Instead, careful analysis is likely, to ensure that programmes score as highly as possible in each category. This could lead to a range of ethical dilemmas regarding the amount of support students receive if they are in danger of failing in their studies.

Looking further down the timeline, the shift towards the datafication of the sector is likely to affect the validation of new programmes of study. Whilst employability has been a strand within many programmes for some years, potential graduate outcomes are likely to be viewed as critical to the acceptance of a programme of study, marking a significant shift away from a purely educational analysis of proposed programmes. The challenge is to make sure that programmes of study continue to be challenging and rewarding for students but that they also meet targets, close attainment gaps and ensure positive learning outcomes for graduates.

The new guidelines are another stepping stone in the balancing act between educational and economic imperatives. The new guidelines set clear targets but it is the unclear consequences of not meeting these targets that will cause universities most concern. Universities with large numbers of disadvantaged students might need a fundamental rethinking of their student population. If there is no allowance for the incoming student population when measuring outputs, universities will need to review the level of support they provide and face the ethical dilemmas involved. Without greater clarity from the OfS, failure to meet targets may mean that more programmes in subject areas with historically low graduate starting salaries will close, data will increasingly become the key determinant of educational decision making and the relationship between students and universities will once again be redefined.

Dr Peter Wolstencroft is a Deputy Director at Liverpool Business School, part of Liverpool John Moores University. He has held a variety of roles in the sector and together with his co-authors is dedicated to enhancing the student experience for all students and in particular for those for whom higher education is a new experience. He is the author of numerous articles on education and co-authored the bestselling textbook ‘The Trainee Teacher’s Handbook: A companion for initial teacher training’.

Dr Elizabeth Whitfield is an Assistant Academic Registrar: Student Experience at Liverpool John Moores University. She is also a senior fellow of the Higher Education Academy, and a member of the programme team for the postgraduate Certificate in HE at LJMU. Current project and leadership roles focus on the student experience, in particular student communications and digital support schemes.

Dr Track Dinning is a Deputy Director at Liverpool Business School, part of Liverpool John Moores University, a Senior Fellow of Higher Education Academy and a Certified Management and Business Educator.  Her research focuses on Entrepreneurial Education and she utilises her research to develop and enhance the curriculum in the field of employability and enterprise. She has a shared vision with her co writers to ensure a high quality student experience for every student.

References

Department for Business, Innovation and Skills (2010) Securing a Sustainable Future for Higher Education (“The Browne Report”). Available at:

Click to access bis-10-1208-securing-sustainable-higher-education-browne-report.pdf

(accessed 1st October 2022)

Hansard (2021) University Tuition Fees Debate, Volume 702

Office for Students (2022a) New Expectations for Student Outcomes Available at : OfS sets new expectations for student outcomes – Office for Students (accessed 1st October 2022)

Office for Students (2022b) Associations Between Characteristics of Students Available at: https://www.officeforstudents.org.uk/data-and-analysis/associations-between-characteristics-of-students/ (accessed 18th October 2022)

Statista (2021) Media annual earnings for full-time employees in the United Kingdom in 2021, by region Available at: https://www.statista.com/statistics/416139/full-time-annual-salary-in-the-uk-by-region/ (accessed 8th October 2022)

Stevenson, H (2017) ‘The “Datafication” of Teaching: Can Teachers Speak Back to the Numbers?’ Peabody Journal of Education 92:4, 537-557 DOI:10.1080/0161956X.2017.1349492

The Complete University Guide (2022) What do graduates do and earn? Available at: https://www.thecompleteuniversityguide.co.uk/student-advice/careers/what-do-graduates-do-and-earn (accessed 8th October 2022)

Tomlinson, M (2017) ‘Student perceptions of themselves as ‘consumers’ of higher education’ British Journal of Sociology of Education 38:4, 450-467 DOI:10.1080/01425692.2015.1113856

Weale, S (2022) ‘Philip Pullman leads outcry after Sheffield Hallam withdraws English lit degree, The Guardian Available at: https://www.theguardian.com/education/2022/jun/27/sheffield-hallam-university-suspends-low-value-english-literature-degree (accessed 18th October 2022)


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Why not HE? The reasons those from under-represented backgrounds decide against university

by Neil Raven

Efforts to widen higher education access have tended to focus on the provision of information and supportto those from under-represented backgrounds. This is perfectly understandable given the deep inequalities in HE progression rates that persist. However, such a focus can mean that insufficient attention is given to the student voice, and to listening to what they have to say.

The opportunity to do just this was presented in two small research projects I recently worked on (Raven, 2021a and 2022). In both instances, the principal aim was to understand better the challenges to HE progression faced by those on advanced level applied and professional courses (including BTECs) at a Midlands based further education (FE) college. The first study sought the views of those on two different courses. The follow-up focused on two further subject areas. For context, progression rates are generally lower from FE colleges than sixth forms. Moreover, compared with their A-level counterparts, a noticeably smaller proportion of those on what are sometimes referred to as ‘vocational courses’ go onto higher-level study (Baldwin et al, 2020). Focus groups were used to capture the student voice. All participants were in the final year of their level 3 programmes and on courses that would qualify them for university entry, if they chose this option. The numbers were necessarily small (14 in total), given the emphasis on gathering in-depth insights. Whilst the discussions addressed the main focus of the research, they also provided an opportunity to explore the reasons why some had decided against HE.

As would perhaps be expected, a number of the reasons offered related to factors that were pushing them away from HE as an option. They included concerns over the cost of university-level study. These were not confined to the initial outlay (including student fees) but also to the implications. ‘You are’, it was argued, going to ‘get into debt’ if you choose HE. Also referenced was the potential time and effort involved in ‘sort[ing] out student finances and funds’, as well as the strains that would be placed on their social networks. You will, it was observed, be ‘away from friends and family.’ In addition, focus group members talked about the associated workloads. ‘It is the effort’ of doing assignments, one participant noted and, it was added, ‘you get loads of them at university.’ For one group in particular reference was made (correctly) to there being no obvious, or direct higher-level qualifications they could go onto. ‘There is not a natural overarching progression’, it was observed.

However, whilst they expressed reservations about HE, an equal if not greater emphasis was placed on the attractions (the pull) of their non-HE choices. Those planning on employmenttalked about the appeal of ‘getting a job’ and wanting to leave full-time education behind. ‘Now I feel like I just want to be in work’, one participant noted. There was also the prospect of ‘earning money’ and the chance to ‘feel more independent’, and to ‘leave the rules behind and progress my life under my set of conditions.’ Some also observed that for their chosen sector and career ambitions a level 3 qualification was sufficient to offer a number of options, including setting up their own business.

Three observations emerge from these two studies. The first concerns the value of research to the field of widening participation. Here a contrast can be made with evaluation which, understandably, has become a preoccupation for the sector. Indeed, on those occasions when the voices of learners are sought, the emphasis tends to be on capturing their views about the support they have received. Yet, stepping back from the focus associated with outreach evaluation and taking time to the talk with – and listen to – the same learners can be a very enlightening experience and, as Levin-Rozalis (2003) notes, lead to ‘new insights’.

The second observation concerns the means by which these voices can be captured. Whilst surveys and questionnaires have been mentioned in this role, focus groups have greater potential since discussions can be participant-led and are able to capture the views and experiences of learners in their own words and language. Significantly, those deployed in the two profiled studies were conducted online. This was largely out of necessity, since the research was conducted during the pandemic when in-person access to students was very limited. However, one feature of online focus groups is that they tend to run with smaller numbers than their face-to-face equivalents. Those deployed in the two studies profiled were made up of between three to five participants. Whilst smaller numbers are recommended in enabling effective management of virtual groups, this also meant (fortuitously) that more was learned about the ambitions and motivations of each participant.

The third observation relates to how the findings from the two studies can be interpreted. In almost every case, the decision not to pursue full-time higher education did not mean abandoning the idea of further training. Instead, reference was made to the attractions of securing an apprenticeship, including the opportunity this pathway presented for ‘learning on the job and getting paid.’ Participants also talked about other work-based training opportunities, including specific job-related schemes offered (and paid for) by employers. For some who were already in part-time work, these related to their current employers. In other words, these students were interested in advancing their education on terms that met their needs and interests, including in relation to how, where and when training would take place, and what it would entail. More research is certainly needed, with focus groups offering one way of capturing the learner voice. However, the findings from these two small studies suggest that if we are to widen access in the transformative way that the Office for Students, as the HE regulator for England, has alluded to, then perhaps the sector needs to respond to what those it seeks to recruit want, rather than expect students to be the ones having to adapt.

Neil Raven is an educational consultant and researcher in widening access. Contact him at neil.d.raven@gmail.com.

References

Anon (2022) ‘Research Guidance Note 9. Research versus evaluation activities.’ Code of Practice on Research Integrity, Edinburgh Napier University, https://staff.napier.ac.uk/services/research-innovation-office/policies/Documents/Research%20Guidance%20Note%209%20Research%20Verus%20Evaluation%20Activities.pdf.

Baldwin, J, Raven, N and Weber-Jones, R (2020) ‘Access ‘Cinderellas’: further education colleges as engines of transformational change’, in Broadhead, S, Butcher, J, Davison, E,, Fowle, W, Hill, M, Martin, L, Mckendry, S, Norton, F, Raven, N, Sanderson, B, and Wynn Williams, S (eds) Delivering the Public Good of Higher Education: Widening Participation, Place and Lifelong Learning, London: Forum for Access and Continuing Education, 107-126.

Connor, H, Dewson, S, Tyers, C, Eccles, J, Regan, J, and Aston, J (2001) Social class and higher education: Issues affecting decisions on participation by lower social class groups, Institute for Employment Studies, https://dera.ioe.ac.uk/4621/1/RR267.pdf.

Daniels, N, Gillen, P,Casson, K, and Wilson, I (2019) ‘STEER: Factors to Consider When Designing Online Focus Groups Using Audiovisual Technology in Health Research,’ International Journal of Qualitative Methods, 18: 1–11, https://journals.sagepub.com/doi/full/10.1177/1609406919885786.

Galbraith, G (2021) ‘What do students think and how do universities find out?, in Natzler, M (ed) (2021) What is the student voice? Thirteen essays on how to listen to students and how to act on what they say. Higher Education Policy Institute Report 140, https://www.hepi.ac.uk/wp-content/uploads/2021/08/What-is-the-student-voice_HEPI-Report-140_FINAL.pdf, 17-23.

Gibbs, A (1997) ‘Focus groups’, Social Research update 19, University of Surrey. [Online] Available at: https://sru.soc.surrey.ac.uk/SRU19.html.

Glass, GV and Worthen, BR (1972) ‘Educational evaluation and research: similarities and differences’, Curriculum Theory Network, 8/9: 149-165. https://www-jstor-org.bris.idm.oclc.org/stable/pdf/1179200.pdf?refreqid=excelsior%3A8f6b7387a14e827d49538c0c853c1c70&ab_segments=&origin=&acceptTC=1.

GOV.UK (2022a) Academic year 2020/21. Widening participation in higher education, https://explore-education-statistics.service.gov.uk/find-statistics/widening-participation-in-higher-education.

GOV.UK (2022b) ‘Free school meals – gap’ from widening participation in higher education’, https://explore-education-statistics.service.gov.uk/data-tables/permalink/fdadb846-2cc2-4bb5-a8fb-9c7dc1ece5bd.

Hailat, K, and Alsmadi, S (2021) ‘An investigation of the push-pull factors influencing student selection of higher education: the case of Arabian Gulf students in the UK’, Journal of Public Affairs.

https://www.researchgate.net/publication/349930292_An_investigation_of_the_push-pull_factors_influencing_student_selection_of_higher_education_The_case_of_Arabian_Gulf_students_in_the_UK.

Leung, FH, and Savithiri, R (2009) ‘Spotlight on focus groups’, Canadian Family Physician, 55 (2): 218-19. [Online]. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2642503/ (accessed: 11 January 2022).

Levin-Rozalis, M (2003) ‘Evaluation and research: differences and similarities’, The Canadian Journal of Program Evaluation, 18:2, 1-31,https://evaluationcanada.ca/secure/18-2-001.pdf.

Natzler, M (ed) (2021) What is the student voice? Thirteen essays on how to listen to students and how to act on what they say. Higher Education Policy Institute Report 140, https://www.hepi.ac.uk/wp-content/uploads/2021/08/What-is-the-student-voice_HEPI-Report-140_FINAL.pdf.

Office for Students (2022) Evaluation in access and participation,

https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/evaluation/

Office for Students (2020) Transforming opportunity in higher education An analysis of 2020-21 to 2024-25 access and participation plans, https://www.officeforstudents.org.uk/media/2efcda44-8715-4888-8d63-42c0fd6a31af/transforming-opportunity-in-higher-education.pdf

Raven. N (2021a) Realising ambitions. Supporting the HE progression of level 3 college students, unpublished report, Shire Grant Community Grant, Leicestershire County Council.

Raven, N (2021b) ‘Widening HE access from FE colleges: the key role played by subject tutors’, Perspectives: Policy and Practice in Higher Education, DOI: 10.1080/13603108.2021.1961173.

Raven. N (2022) Realising ambitions 2. Supporting the HE progression of level 3 college students. Findings from a follow-up study, unpublished report, Shire Grant Community Grant, Leicestershire County Council.


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Learning from lockdown: how outreach can respond to the needs of today’s learners

by Neil Raven

The teacher perspective

One of the challenges widening participation practitioners have faced in recent times has been in maintaining regular contact with schools and colleges, as these institutions wrestle with the uncertainties wrought by the pandemic. Yet, the teacher perspective is central to understanding local outreach needs, as well as what works and, indeed, could work.

Over the last few months, I have been fortunate to have remained in regular contact – albeit virtually – with a highly experienced teaching professional. Andy McMurray is a teacher and member of the senior management team at an inner city comprehensive with a predominantly white working class catchment. He is also the academy’s outreach lead and, in this capacity, can offer a perspective based on many years of supporting fair access initiatives at a number of schools and colleges.

Conversations with a purpose

Our discussions during this period can best be described as ‘conversations with a purpose’, or motive. Swain and Spire describe this approach to data gathering as one that has been rather ‘under-used’ in educational research. Yet, such conversations have the potential to produce rich, in-depth insights, which, given the more free-flowing nature of the interaction, can be ‘more authentic’ than those generated through more formal and staged interviews. Moreover, through the process of exploring and assessing concepts and ideas, and ‘generating knowledge and understanding’, Feldman suggests that these conversations can also serve as the research ‘methodology.’ Our initial discussions related to the impact of the pandemic and lockdown on young peoples’ educational ambitions and intentions. However, our more recent set of conversations have been concerned with what outreach interventions have worked during the last academic year, and, looking ahead, what initiatives could work.

What has worked during recent months

Although a number of planned university visits during the winter and spring terms had to be ‘abandoned’, Andy discussed the positive reaction that a series of online lectures offered to year 12s and 13s (sixth formers) had received. Described as ‘very powerful’, these had proved successful because they were ‘not just one-off lectures’. Instead, they involved the students taking part in a course linked to the subjects they were studying for their A-level, and which involved them ‘sending in an essay’ and receiving feedback. The impact, it was added, was that the course cultivated a sense that ‘they are university students.’ As evidence of this intervention’s effectiveness, Andy talked about how ‘the students were keen to discuss what they had been doing. Moreover, through engaging with the course the students had acquired ‘subtle’, and transferable, ‘skills in how you learn online’. In this respect, Andy’s expectation – shared by a number of commentators – is that that ‘more online learning’ will be built into future undergraduate programmes.

What needs to be addressed

Yet, Andy was also realistic about the longer-term impact of this intervention. It had certainly ‘stoked students’ enthusiasm and nurtured confidence in their academic abilities’. It had also helped inform them about the choice of post-18 institutions. However, these sessions were directed at those on level 3 (advanced) programmes, who, in many instances, were committed to their studies and were already exploring the HE option. Consequently, there remained a need to focus on those at an earlier stage in their educational journeys and before crucial post-16 study decisions were made. Failure to engage and support these younger people could, it was suggested, be very costly. ‘Unless something is done for them, we could lose a generation to HE. Once they have left at the end of year 11, we will not get a lot of them back.’

What could work

  • Form and format

Asked what would work for younger learners, especially those in years of 9, 10 and 11 – and who had embarked on their GCSEs – Andy’s response was that they need the same type of intervention as that offered to their older peers. Specifically, the suggestion was for a short programme of sessions delivered once a week. Andy was quite clear about the number. Whilst doubts were expressed about the enduring impact of a one-off intervention (an assessment supported by recent research), a series of four to five sessions could have a significant positive and cumulative effect. It would also help cultivate a sense of belonging and being a ‘member of the gang’. In contrast, a larger number of sessions could be judged to be ‘too much’, and may lead to participants being less likely to ‘commit’. In terms of duration, the suggestion was for individual sessions to run for between 40 minutes to an hour, and comprise short, focused segments. In order to support engagement, interactive exercises within these sessions were also emphasised.

  • Content

Andy was equally clear about the content of these sessions. The temptation amongst outreach practitioners might be to offer revision workshops, or cover aspects of the GCSE syllabus. Both of these would likely generate little interest and enthusiasm. If it involves revising ‘GCSE French, they will not want to do that’, and they will ‘push against sessions’ that are based, for example, on the science curriculum, since that is what they do ‘in the classroom’. Instead, it was argued that, whilst subject-focused, these sessions should place the topic being studied in class into a wider context. This could be achieved by exploring its real word application, and informing them of why, for instance, ‘they are covering this subject in physics.’ Yet, this would still have a significant benefit for their GCSEs. It would generate an excitement in what they are doing, and ‘make their teacher’s job easier because they can see a significance to it.’

In sum, Andy argued that such sessions have the capacity to spark participants’ ‘interest in learning.’ However, to do this the content would need to go beyond the simple ‘whizz bang stuff’, and edutainment, which, it was observed, is transient and something ‘the student will see through.’ Rather, they would need to involve ‘actually learning something’. Whilst these sessions should be led ‘by someone with personality’ and who would engage the students, they would also need to be ‘delivered seriously.’

  • The undergraduate experience

Our conversation also acknowledged the value of involving university students in these sessions, ideally comprising those from comparable backgrounds to the participants, who, Andy observed, would ‘talk with an accent they’d recognise’. Exploring this further, it was suggested that this undergraduate component could capture the students when they were learning. For instance, when ‘working in the lab, on a production, or involved in a seminar discussion.’ It could also feature them studying in their ‘dorms’. As opposed to a more conventional tours of students flat, this would be provide an insight into student accommodation ‘in a real life context and from the students’ perspective.’

Whilst one of the underlying intentions of this component would be to communicate I was in your position three years ago, Andy emphasised that this message should be left to the audience to deduce, rather than being stated by some form of accompanying commentary. The young people, it was added, will ‘know that.’ There was also a need to avoid the ‘hard sell’ of HE. ‘Year 9s know what is going on and they will assume you are trying to make money out of them and being paid to say that.’ Instead, the underlying assumption should be that higher education is ‘the expectation’. It should be ‘a given that they will be going to university. If something is really good there, you don’t need to spend time justifying it!’

  • Underpinning the impact

Whilst Andy argued that such an intervention could make a real difference to the outlooks and engagement of the young people involved, its impact could be further enhanced – and underpinned – by awarding participants a certificate denoting their completion of the course and outlining the themes addressed and associated learning outcomes. This, it was added, could then be referenced in their personal statements and the CVs they prepare for both their college and university applications.

  • Follow-up ideas

Whilst the four to five online sessions could represent a self-contained intervention, the potential for a follow-up set of activities was also acknowledged. Should conditions permit, Andy talked about the positive effect that could arise from a visit to the school by the lecturer who had given the virtual talks and the undergraduates that had also featured. Moreover, the lifting of further restrictions associated with the pandemic would present the opportunity for the students to ‘visit the university’ and see the facilities associated with the subjects covered in the online talks. And perhaps witness at first-hand how the students use some of the science and engineering equipment, or even take part in the drama performance they had seen being rehearsed online. This it was concluded, would ensure that it represents a really ‘serious’ intervention.

Whilst our discussions drew to close on this positive note, they concluded with an important proviso, and one that reflects outreach at its best: that it is a collaborative endeavour between schools, colleges and HE providers that requires an ongoing and open dialogue. Arguably, conversations with a purpose afford one mechanism for achieving this.

Neil Raven is an educational consultant and researcher in widening access. Contact him at neil.d.raven@gmail.com

References

Buitendijk, S (2021) ‘If we get it right, digital and online learning will change the world’, WonkHE (7 June) https://wonkhe.com/blogs/if-we-get-it-right-digital-and-online-learning-will-change-the-world/

Feldman, A (1999) ‘The role of conversation in collaborative action research’, Educational Action Research, 7:1, 125-147, https://www.tandfonline.com/doi/pdf/10.1080/09650799900200076

Moore, J, Sanders, J and L Higham (2013) Literature review of research into widening participation to higher education.  Report to HEFCE and OFFA by ARC Network https://www.raggeduniversity.co.uk/wp-content/uploads/2015/09/Literature-review-of-research-into-WP-to-HE.pdf

Patel, R and L Bowes (2021) Third independent review of impact evaluation evidence submitted by Uni Connect partnerships, Office for Students. https://www.officeforstudents.org.uk/publications/third-independent-review-of-evaluation-evidence-submitted-by-uni-connect-partnerships/

Raven, N (2021) ‘Teaching and transitions: understanding classroom practices that support higher education progression in England’, Research in Post-Compulsory Education, 26:2, 189-211 https://www.tandfonline.com/doi/abs/10.1080/13596748.2021.1909924?journalCode=rpce20

Raven, N (2020) ‘Outreach should be tailored to the new normal for schools and colleges’, Higher Education Policy Institute. Blog (7 September), https://www.hepi.ac.uk/2020/09/07/outreach-must-tailor-itself-to-the-new-normal-in-schools-and-colleges/.

Swain, J and Z Spire (2020) ‘The Role of Informal Conversations in Generating Data, and the Ethical and Methodological Issues They Raise’, Forum: Qualitative Social Research, 21(1). https://www.qualitative-research.net/index.php/fqs/article/view/3344/4511.

Tzirides, AO, Kalantzis, M and B Cope (2021) ‘Reimagining higher education in the post-pandemic world’, SRHE Blog (11 January). https://srheblog.com/2021/01/11/reimagining-higher-education-in-the-post-pandemic-world/


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More important than ever: the school perspective on outreach in the wake of the Covid-19 pandemic

By Neil Raven

In recent months the attention of those working to widen university access has been directed towards understanding and responding to the impact of the pandemic-enforced closure of schools and colleges. However, there is now a need to look further ahead. It seems increasingly unlikely that the new school year will witness the resumption of traditional outreach activities. Indeed, it is possible that those engaged in widening access may be crowded out, as schools and colleges focus on catching up on months of missed work, and as restrictions placed on external visitors and visits by groups of pupils limit opportunities to interact with students. Drawing on the findings from a recent virtual workshop held with teaching and careers professionals at one school, a proportion of whose pupils come from educationally deprived areas, this blog explores the role that widening access could play when the new school term starts and how outreach could be effectively delivered.

The focus on the impact of the Covid-19 pandemic on young people from under-represented backgrounds has been reflected in recent reports and studies. Responding to the lockdown and the closure of schools and colleges has been a necessary first step. However, we also need to look further ahead. It seems unlikely that the new school year will mark a return to more ‘normal’, pre-pandemic conditions, including the resumption of outreach activity as ‘traditionally’ practised.

When the new school term starts, widening participation could be crowded out (displaced) for two reasons. First, with many young people having been away from school – and formal education – for the best part of six months, the need to concentrate on the curriculum and catch up on what has been missed is likely to be uppermost in teachers’ minds. Should they decide to ‘circle the wagons’, as one teaching contact put it, then outreach might be viewed as a luxury, perhaps even a distraction from the core mission.

The second reason is more practical, in terms of delivering outreach. As Savage suggests, schools are very unlikely to ‘fully re-open’ in September. There may be restrictions on external visitors and outside visits by parties of pupils. Even if external visitors are allowed, the way classes are organised – in peer group bubbles with limits on the numbers congregating in any one place – may well hamper outreach efforts. The threat of sudden local, regional or even national closures should new coronavirus outbreaks occur, would see a halt to any face-to-face and school-based encounters.

However, this is speculation: we need to gather the teaching professionals’ perspective. They are busy individuals facing an unprecedented set of challenges in preparing for the new term, but I was able to arrange a meeting with a small group from one secondary school, a proportion of whose pupils come from disadvantaged backgrounds. That this could be done virtually was a significant advantage, with two of the three participants working from home. It was also conducted on an online platform that these teaching professionals have become very familiar with over recent months. Our discussion took the form of a small workshop with those who could bring a strategic as well as operational perspective. All three had remits that encompassed careers and progression in their roles as deputy head, head of careers, and careers co-ordinator respectively. In addition, the classroom viewpoint was covered since one of the participants was also a teaching member of staff. Consequently, we were able to consider the school’s perspective on outreach, the nature of the outreach challenge faced by its pupils, and what a realistic outreach response might be.

The first reaction of the group was to reject the idea that the objectives of widening access would have to be set aside. Indeed, it was argued that the need to raise awareness and interest in higher education remained highly relevant. In this 11-16 school, this was seen in the context of ensuring students were as ‘prepared as possible’ in terms of the ‘skills and knowledge’ needed for making a successful transition to post-16 study, as well as in being aware of their options at 18. Whilst this was an institutional obligation, it also chimed with a wider ‘social responsibility’, given the ‘make up of our students and the [lower socio-economic] backgrounds some come from’. There was an imperative to ‘get them to aim high’ and support them in fulfilling their ambitions. ‘Without the input from externals’ this was likely to be a harder task.

Similarly, in reply to the suggestion that there would be a considerable opportunity cost to pay for engaging in outreach activity, in terms of the time and energy diverted away from ‘getting on with the curriculum’, reference was made to Gatsby benchmark 4. There is a regulatory requirement that schools and colleges deliver independent careers guidance and the eight Gatsby benchmarks constitute a recommended framework for doing this. This particular benchmark is concerned with embedding careers into the curriculum. In this respect, it was noted that if ‘you are asking staff to spend [a few] minutes saying this will be useful because it can lead you into this job and that job’, then that would not represent a distraction but an important component of their education.

These teaching professionals felt that the need for outreach will become more acute:  the start of the new term would probably reveal additional challenges, especially for those from disadvantaged backgrounds. The school staff referred to the impact of the pandemic on student wellbeing, something also recognised in recent studies. Some students, it was argued, will ‘definitely need emotional support, including in cases where parents have been shielding, or where parents who have lost their jobs’.

Another potential issue concerned students’ ‘ability to study’. Some, it was argued, may have lost their ‘sense of routine’ and it is going to be a ‘challenge to get [them] back into [a] work ethic, [especially] if they have not done much’, or have not been able to do much ‘outside school’. Linked to this were concerns over levels of motivation. Some year 10s (14 year olds) may be questioning how they can ‘pass their exams when they have missed so much work’, whilst there was also a concern that some students could, potentially, have become ‘disengaged’. A study by the Education Endowment Foundation discussed a similar ‘risk’ associated with ‘high levels of absence after schools formally reopen’, especially amongst disadvantaged pupils.

It might be claimed that to address such issues represents a case of mission drift for widening access practitioners whose main concern is to support HE progression. The counter argument is that these additional challenges are likely to fall disproportionately on those groups of young people targeted by outreach initiatives. Moreover, the impact of those challenges may not only hinder their educational engagement but negatively affect their progression prospects.

There is also the question of whether delivering outreach might in practice be crowded out. The reality of this challenge was recognised by the group, with reference made to the improbability of being able to engage in the outreach interventions the school has received in the past, whilst ongoing ‘projects’ targeting various under-represented groups were judged unlikely ‘to happen any time soon’ due to social distancing restrictions. However, a revised and blended approach that included some face-to-face engagement but where greater emphasis was placed on online provision, could work.

Regarding the former, it was suggested that any visitors would need to engage with small groups (or bubbles) of learners, and to work within the classrooms pupils will be assigned to for all their lessons. Turning to virtual initiatives, the school was already exploring placing their post-16 options evening – which includes input from local colleges and universities – online, as well as providing ‘extra information’ on the school’s website for parents and carers, including those with older learners. This would include advice on how parents can support year 11s (15 year olds) in preparing for their next post-16 steps, and that could ‘mirror’ the guidance this year group receive in school about college and sixth choices and the accompanying application processes.

The group also discussed how the virtual outreach offer could be developed. Here reference was made to the value of both universities and colleges (including those with HE programmes) providing videos of what higher-level study would be like. These, it was suggested, could include ‘a day in the life of a student’ and outline the range and types of courses available. Such insights and information were likely to be especially appealing if the students profiled were interviewed and if the videos also showed them attending their classes, as well as illustrating the social activities available and what ‘living in halls is like’.

There was also a need for ‘positive role models’ who, if they were not able to visit the school in person, could do so virtually. Those ‘who have had to cope with [challenging] situations and come through them’ were, it was suggested, likely to have particular appeal. Developing this idea, reference was made to ‘someone who could talk about their difficult journey to university and how they had triumphed over adversity’. That, it was added, ‘would be really useful’ since it is ‘about making positive choices’, especially if these individuals were close to the age of the students they would be talking to.

Mentoring was singled out as a particularly valuable intervention that could, if required, be conducted online. If the sessions took place in school and were supervised by a member of staff, safeguarding measures could be more easily met. Indeed, it was suggested that the challenge could be in securing enough mentors to meet the demand, especially if what was offered included elements of subject enrichment and study support.

Similarly, an online option for embedding careers into the curriculum was identified. Short 3-4 minute videos could be shown in class featuring those in graduate-level occupations talking about what their roles involve and how they trained to do their jobs. These would be especially welcomed if they related to the subjects the students were studying. Such videos could provide a ‘360 degree view of where’ their subjects work. In addition, longer versions of these videos could be shown during registration period, when ‘we do job of the week’. Being aired in class or during registration could also overcome issues around digital access at home and, the ‘digital divide’ that means some learners, often those from poorer backgrounds, have comparatively limited access to the internet, due to a lack of laptops and other devices, as well as the necessary and often expensive data.

Finally, whilst pre-recorded video content had a number of advantages, notably in being accessible whenever required, there could be a role for live links, as long as the technology was in place. Motivational speakers telling their story in real time was likely to have a greater impact than if their message was recorded. Live coverage also offered the chance for interaction with presenters.

In closing, the group emphasised the imperative for outreach practitioners to listen to schools and colleges. Whilst this has always been the case, the need to pay careful attention is perhaps more critical than ever, given that individual institutions are likely to vary in the arrangements they make for the new school year. A small, virtual workshop of the type adopted here may offer a suitable mechanism for gathering these insights and in facilitating the co-production of an effective outreach response to the challenges (both old and new) facing those from under-represented backgrounds.

Neil Raven is an educational consultant and researcher in widening access. Contact him at neil.d.raven@gmail.com

My thanks to Suzanne Whiston, Deputy Head, Jan Woolley, head of careers, education and guidance, and Tim Taylor, careers lead, at Murray Park School, Derby, for their time, insights and expertise.

References

Armour, S (2020) ‘Young men most likely to break lockdown rules, mental health study shows’ (7 May) University of Sheffield https://www.sheffield.ac.uk/news/nr/young-men-most-likely-break-coronavirus-lockdown-rules-psychology-mental-health-study-1.888316

Booth, S (2020) ‘Heads reissue calls for a plan B as PM says September reopening a ‘national priority’’ (31 July)  Schools Week https://schoolsweek.co.uk/heads-reissue-calls-for-a-plan-b-as-pm-says-september-reopening-a-national-priority/.

The Careers and Enterprise Company (2020) Gatsby Benchmark,https://www.careersandenterprise.co.uk/schools-colleges/gatsby-benchmarks/gatsby-benchmark-8.

Cornforth, C (2014) ‘Understanding and combating mission drift in social enterprises’, Social Enterprise Journal, 10 (1): 3-20, https://oro.open.ac.uk/39882/1/SEJ%20paper%202013%20revised-final.pdf.

Education Endowment Foundation (2020) Rapid evidence assessment Impact of school closures on the attainment gap,https://educationendowmentfoundation.org.uk/public/files/REA_-_Impact_of_school_closures_on_the_attainment_gap_summary.pdf.

DfE (2018) Careers guidance and access for education and training providers. Statutory guidance for governing bodies, school leaders and school staff  Department for Education,https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/748474/181008_schools_statutory_guidance_final.pdf.

Helm, T and McKie, R (2020) ‘Teachers and scientists sound alarm over plans to reopen schools in England’ (2 August The Observer https://www.theguardian.com/education/2020/aug/01/now-teachers-sound-alarm-over-plans-to-reopen-schools.

Helm, T, McKie, R and Sodha, S (2020) ‘School closures ‘will trigger UK child mental health crisis’’ (20 June) The Observer https://www.theguardian.com/education/2020/jun/20/school-closures-will-trigger-uk-child-mental-health-crisis

Horrocks, S (2020) ‘Bridging the digital divide: evidence and advice on remote learning and digital equality’, Education Development Trust

https://www.educationdevelopmenttrust.com/our-research-and-insights/commentary/bridging-the-digital-divide-evidence-and-advice-on.

O. Khan. 2020. ‘Covid-19 must not derail efforts to eliminate equality gaps’, WonkHE, https://wonkhe.com/blogs/covid-19-must-not-derail-efforts-to-eliminate-equality-gaps/

Machin, S, and Murphy, R  (2014) ‘Paying Out and Crowding Out? The Globalisation of Higher Education’, Centre for Economic Performance, Discussion Paper No 1299,  http://eprints.lse.ac.uk/60451/1/dp1299.pdf.

Moss, G (2020) ‘5 reasons to be cautious about estimates of lockdown learning loss’ (1 August) Schools Week https://schoolsweek.co.uk/5-reasons-to-be-cautious-about-estimates-of-lockdown-learning-loss/.

National Foundation for Educational Research. 2020. Schools’ Responses to Covid-19: Pupil Engagement in Remote Learning, https://www.nfer.ac.uk/media/4073/schools_responses_to_covid_19_pupil_engagement_in_remote_learning.pdf (accessed: 22 June 2020).

Office for Students (2020) Uni Connect https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/uni-connect/.

Ørngreen, R, and Levinsen, K (2017) Workshops as a Research Methodology

Rainford, J (2020) ‘Moving widening participation outreach online: challenge or opportunity?’, Perspectives: Policy and Practice in Higher Education (online 30 June 2020)

https://www.tandfonline.com/doi/pdf/10.1080/13603108.2020.1785968?needAccess=true.

Raven, N (2018) ‘The development of an evaluation framework’, Perspectives: Policy and Practice in Higher Education, 22 (4), 134-140

Raven, N (2020) ‘Covid-19 and outreach: the challenge and the response’, Widening participation and lifelong learning, 22(2) 255-263.

Roach, P (2020) ‘The digital divide affects teachers as well as their pupils’ (4 May) Schools Week

Robinson, G (2020) ‘The digital divide continues to disadvantage our students’ (29 May) Schools Week https://schoolsweek.co.uk/the-digital-divide-continues-to-disadvantage-our-students/. 

Savage, M (2020) ‘Full September return unlikely, with schools warning: ‘it’s not business as usual’ (31 May) The Guardian,https://www.theguardian.com/education/2020/may/31/full-september-return-unlikely-with-schools-warning-its-not-business-as-usual.

Speck, D (2020) ‘Exclusive: Covid-19 ‘widens achievement gap to a gulf’’ ((29 May) Times Educational Supplement https://www.tes.com/news/coronavirus-widens-achievement-gap-gulf. 


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How literature puts a spark into university access debates

by Anna Mountford-Zimdars and Colin McCaig

“The greatest competition to the establishment of social science was literature” observed one of our undergraduate lecturers many moons ago. If you wanted to know about the conditions of Victorian England, would you like to read a report detailing the diet and housing conditions of members of different social groups or read Charles Dickens?

As scholars in the field of widening participation and social mobility we were implicitly challenged to reconsider this question: is it literature or is it social science that touches us, and motivates us to change policy or even our own actions? Unsurprisingly, we argue that there is room for both genres, but literature wins hands down in terms of instilling passion and allowing us to consider issues with our hearts rather than heads.

We are talking here about Tara Westover’s memoir, Educated, that ‘went viral’ in the United States and beat Michelle Obama’s autobiography to become the Goodreads Choice Award 2018. Among the over 50,000 reviews of the book is one from Bill Gates and the book was on Barack Obama’s summer reading list.

Reviews and talk-shows featuring the memoir have focused primarily on the family story and the often disturbing relationships between family members, which led to the ultimate schism between Tara and her parents. But reading the book as social scientists, we did not only see  a memoir of bizarre familial dysfunctionality, we found ourselves reading this book as the ‘ultimate widening participation’ story.

Born in Idaho to a Mormon survivalist father opposed to public education (indeed, any government activity), Tara never attended school or saw a doctor. She spent her days working in her father’s junkyard or stewing herbs for her mother, a self-taught herbalist and midwife. While one of her siblings taught her to read, another frequently attacked her violently with the parents looking away. Her story of transformation through education began when Tara taught herself the numeracy skills required to pass the standardised entrance test for universities, the ACT. This set her on an education journey to Brigham Young University (a Mormon university in Utah), Harvard and to her PhD at Cambridge, England, on The family, morality and social science in Anglo-American cooperative thought, 1813-1890.

Reading Tara’s story with the eyes of social mobility scholars, it offered much reassurance for academics committed to the access agenda. Tara is admitted to higher education despite her lack of traditional (school) credentials. She receives a partial fee waiver by the institution. When, eventually, she applies for federal financial aid help, she receives help from the state. Her tutor encourages her to apply for a study abroad opportunity at Cambridge. Not only this, but when she is not selected, he uses his knowledge of her and her context to advocate for her and succeeds in getting her a place. Other tutors spot her talent and encourage and advocate for her to obtain a scholarship – the Gates scholarship – to undertake her PhD work at Cambridge. There are also wider support networks: when she first enters higher education, a Mormon Bishop supports her though conversation and, at Cambridge, she is able to enrol at the University Counselling Service.

We read this as a partial redemption story for those working on access and increasing opportunities. We are often frustrated by slow progress and continued inequities in access, progression and success in higher education, or we see HE institutions struggling to change as fast as society to be fully inclusive. There is always a feeling that more could be done: our outreach programmes sometimes don’t reach the most disadvantaged. There can be inadequate regional coverage of opportunities. Higher education may not be the right choice for everyone. Our institutional timetables don’t always allow for students to have part-time jobs they need to fund themselves or their caring responsibilities. We have to make the same arguments year after year to keep widening participation as a core consideration of the daily activities of our institutions. Universities are all fishing for the same ‘diamonds in the rough’ which, in the UK, is often solely defined as a disadvantaged student, however measured, with unusually high grades given their opportunities and context. We need to work on widening access and funding for postgraduate study. And all this is not for lack of social science evidence of what the issues are, or ideas of what needs to be done to achieve greater evidence – it’s just that it is hard to do it all the time. So, it is easy sometimes to be frustrated.

And then along comes Tara and tells the story of how it is all worth it in the end. How she encounters academics who are fundamentally decent human beings, who can contextualise her knowledge and lack thereof, who care and make a difference. And she tells of a state government that does actually offer funding (if modest), of institutions that offer scholarships (if modest), of scholarship panels that are thoughtful – perhaps even wise – and of professional service parts of the university successfully working to support students.

But there are also questions the book leaves us with, that emphasise the need for further research: Tara was able to compensate for an almost complete lack of education by passing a college entrance test. This would not be possible in the English system – save for, perhaps the Open University, institutions respond to market drivers and want young people from a traditional trajectory of having been to school, taken exams (especially A-levels in favoured subjects) and demonstrated prior success. Tara would have been denied the  opportunities of higher education in the UK and we would have lost out on a PhD – and, more importantly, her book.

We can also ask how people who share some of Tara’s ‘educational disadvantages’, such as rurality and home-schooling, could be reached and inspired to change their journeys. It is clear that Tara is an incredibly resilient and reflective woman; it would be unreasonable to infer that everyone in her circumstances could have taken the path she did. How can we support more people who share some of Tara’s characteristics to enter higher education?

We also wonder about the role of academic discretion, one of the greatest aspects of being a professional in higher education. The academics in the book put their discretion to good use to support Tara, creating a powerful story of individual academic success and opportunities. But how can we create more structures that enable more of such individual success stories? For example, we don’t know – from the book – whether there are established links between universities with a specific religious focus – such as Brigham Young – and favoured entry to her subsequent institutions, Harvard and Cambridge. Was her discretion-enabled journey really about her specific talents, or was she just the Mormon applicant with the most harrowing backstory? Access work is all about equalising opportunities for progression into HE, but the implication is that Tara was helped on her way because of her initial church affiliation and subsequent links between institutions with Christian foundations. In essence, the access question is: would an uneducated rural girl from the mountains of Idaho have the same opportunity if she didn’t have familial links with the Mormon Church of Jesus Christ of Latter-Day Saints? Discretion, when it is essentially discrimination, can be more structural than personal.

Social science can give us good questions, good evidence, answers and facts. Literature can put the soul and heart into the stories and inspire more thinking, research and action. Dr Westover may not have intended to create new lines of research in social mobility, but she has nonetheless succeeded in doing so perhaps to a greater level than recent scholarly books in the field.  So we end with a big thank you to Dr Tara Westover for sharing her fantastic story!

SRHE member Anna Mountford-Zimdars is Professor of Social Mobility and Academic Director of the Centre for Social Mobility at the University of Exeter. SRHE member Colin McCaig is Professor of Higher Education Policy in the Sheffield Institute of Education at Sheffield Hallam University.

Which books beyond social science have influenced your academic practice? Write us a blog about it, or if you prefer discuss an idea first with editor rob.cuthbert@uwe.ac.uk.

Paul Temple


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Policy amnesia? – sorry, remind me again…

By Paul Temple

Burton Clark, considering ‘The Problem of Complexity in Modern Higher Education’ (reprinted in On Higher Education, The Johns Hopkins University Press, 2008), says: “With each passing decade a modern or modernizing system of higher education is expected … to do more for other portions of society … from strengthening the economy … to developing individual talents and personalities and aiding the pursuit of happiness … This steady accretion of realistic expectations cannot be stopped, let alone reversed” (p386). But – and although one naturally hesitates to disagree with Clark on anything – perhaps not all “the system’s bundle of tasks” have to be accepted without asking some hard questions.

One of these tasks is considered by Lee Elliot Major and Pallavi Amitava Banerjee in HEPI’s Policy Note 20 (December 2019), which presents their thoughts on access to what they variously call “elite” and “highly-selective” universities in England. They describe how independent schools have got this more or less sewn up: over 60% of A-Level students at independent schools go to “highly-selective” universities, compared with 22% from state schools. (About 7% of English school students are in the independent sector.) Their proposed measures to deal with this undoubted social justice challenge require what Clark, in the section noted above, put nicely as the meshing of individual desires and institutional capabilities. So they argue that universities need to use contextual admission policies more effectively; they need to apply differential “standard” and “minimum” entry requirements to applicants from different backgrounds; they may need to apply random allocation policies; and more.

All of these policy ideas probably have much to be said for them. My problem with the whole approach, though, is that it lets central government direction of the English school system over recent years completely off the hook. Instead, we are asked to accept another accretion to expectations of universities, another task to add to the bundle, demanding that they address a problem created in – at least, certainly not solved by – another area of governmental responsibility.

What was once a locally planned and accountable system of “maintained” schools (of different types) is now a patchwork of academy chains and their schools; so-called free schools; and maintained schools (of different types) overseen by local authorities. Academies and free schools don’t have to follow the national curriculum, but maintained schools do. It’s a complete organisational dog’s breakfast, but, as with all the best government policies, it allows ministers to blame others for its failings by distributing responsibilities but not powers. Central government policies since 2010 (with, yes, Michael Gove in the frame as Education Secretary from 2010 to 2014, though previous Labour governments are not without blame here) were supposed to liberate school leaderships through these structural changes, thereby driving up standards. Most academic observers of the school system and the teaching in it never thought that structural changes would do this, but naturally government didn’t listen to them.

So here we now are, at the beginning of another period of Conservative rule, with the privileged independent school sector, with its spending per pupil about three times that of state schools (many of which are anyway in financial difficulties after years of falling budgets), naturally dominating access to elite universities. We must not now succumb to policy amnesia: the Conservative-led 2010 government and its Conservative successors destroyed the locally-accountable school system because of (we must assume) their hostility to local authorities as alternative sources of legitimacy. So, a decade later, the shiny new structure is producing no better results (to put it at its most generous) than what went before: “freeing” schools from local accountability wasn’t the problem, and so couldn’t be the answer.

But the Elliot Major and Banerjee proposals give ministers a handy escape route. They can say: “You see, even professors working in universities say they’re not doing enough to help disadvantaged young people: that’s where the problem lies, not in schools. I demand immediate action to end this scandal!”

When UUK – well-known for its bold statements on politically sensitive topics – next meets ministers to discuss access to higher education, my suggestion is that the UUK team adopt an air of baffled concern. “Minister, I’m afraid you’ll have to help us here: surely young people taking A-Levels now, having had all the benefits of the school system your predecessors designed, must be achieving far more than under the old system. So we don’t quite understand why you think universities now need to do more to accept people from disadvantaged backgrounds, when their schools will have done all the levelling-up that’s needed. Are we missing something, Minister?”

As civil servants say, I hope that’s helpful, UUK.

SRHE member Paul Temple is Honorary Associate Professor, Centre for Higher Education Studies, UCL Institute of Education, University College London. See his latest paper ‘University spaces: Creating cité and place’, London Review of Education, 17 (2): 223–235 at https://doi.org/10.18546

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#AbolishOxbridge (or, the Survival of the Elitists)

by Rob Cuthbert

It started as just a crazy idea proposed by a few naive idealists, mostly privately-schooled Oxbridge graduates, a motion never likely to get onto the main conference agenda. But with the HE party dominated by guilt-ridden privately-schooled Oxbridge graduates, not only did it ‘gain traction’, as they say in the mainstream media, it was stiffened up as it moved closer and closer to adoption.

On the surface it had a lot of appeal. Most prime ministers went to Balliol College, Oxford, most spies went to Trinity College, Cambridge, and Oxbridge seemed to be wealthier than the rest of HE put together. Let’s share it all out more fairly. What’s not to like?

There was a problem with some of the proposed amendments. First of all was the one proposing to #AbolishTheRussellGroup instead. After all, the Russell Group had a lot more money than the rest of HE, even if they didn’t have the endowments to show for it. Clearly the amendment was more egalitarian than the original motion, so it was a bit hard to argue against, but a lot of people did, mostly the ones who hadn’t got jobs at Oxbridge but worked in the Russell Group. They developed lots of superficially persuasive arguments about how much more accessible the Russell Group was, especially nowadays. Or at least, how much more polished their Access and Participation Plans were nowadays. The opponents of the amendments were however hamstrung by the support of their trade union, the, er, Russell Group, which had always existed solely to promote and defend the elitist excellence of their members and put out documents about their members with titles like The Jewel in the Crown.

The #AbolishTheRussellGroup proposers were a mixed bunch, but obviously in a more declassé way. Most were from the rest of HE: fuelled by a mix of egalitarianism, guilt and resentment, quite a few had Oxbridge degrees, but most of them were graduates of Russell Group universities. (So, not very declassé then.) It looked at first as if they might carry their amendment on the HE conference floor, even despite the block votes from UUK and the Russell Group, because they already had a well-oiled, if small and frugal, machine, long dedicated to complaining about the unfairness of resource distribution in HE. They even had their own hashtag, #MillionPlus. And they gained support in the end from the Alliance group, who as usual spent a lot of time, Frost Report style, wondering whether to look up or look down, before choosing sides.

But then they had a shock from an unexpected quarter. The NUS, which had already shown its unreliability by electing leaders who weren’t even in HE, put forward its own amendment, #AbolishHE. They wanted to replace HE with #TertiaryEducation. After all, HE had a lot more money than FE and what was sometimes called vocational training. (As a term of implicit denigration, that obviously did not apply to things like medicine and the law, but only to those far below the salt.) Clearly the NUS amendment was even more egalitarian than #AbolishTheRussellGroup, so it was a bit hard to argue against, but a lot of people did. They developed lots of superficially persuasive arguments about how important it was to maintain standards in HE and how much more money HE needed than FE as a consequence. Or at least, how much more expensive HE buildings were than FE colleges, and how much harder it was to work in HE than FE, even though FE teachers had bigger teaching loads.

The proposers of #AbolishHE were however hamstrung by the infighting on their own side. The International Secondaryists wanted to amend the amendment so as to support #PostSecondaryEducation, with a moderate faction, Supporters Of the Further Tendency (SOFT) left arguing for #FurtherEducation. It all meant that the support for #AbolishHE was hopelessly split; #AbolishTheRussellGroup carried the day, and the party executive were charged with working up detailed policy proposals. It turned out there were some quite well-argued proposals already out there:

“… it is regarded as normal and preferable that a young person who does achieve top grades at school should avoid the universities that are less selective. Yet there is no reason for doing this based on any systematic differences in teaching quality or the likelihood of completing or obtaining a good degree classification once student background is taken into account. We instead appear to be in a world based on snobbery and discrimination rather than evidence, which is socially damaging and could be producing worse educational outcomes overall.” So the idea of comprehensive universities only needed to overcome the same problem as #AbolishEton, which was how to prevent the creation of middle class enclaves around some universities, sustained by house prices beyond the reach of all but the privileged and comparatively few. A bit like the status quo, only less transparent. But the HE party hadn’t yet worked out how to abolish the HE market, and abolishing the housing market looked a lot harder; even #AbolishEton hadn’t got past that one, so the party executive decided that they needed something different. They wondered if Meritocracy (rebranded, obviously: they didn’t want anyone looking too closely at the original) might suffice? At least to deal with the 50% who weren’t in HE.

Rob Cuthbert is Emeritus Professor of Higher Education Management, University of the West of England and Joint Managing Partner, Practical Academics