6 Influences and Impacts of Widening Participation (What does the term…
6 Influences and Impacts of Widening Participation
What does the term widening participation mean to you?
Department for Business, Innovation and Skills (2015) stated that 'anyone with the ability who wants to go to university should have the chance to do so, whatever their economic or social background.'
focuses on increasing the participation of under-represented groups, more specifically those from lower socio-economic groups.
Opportunity for Everyone campaign: Universities UK (2018). This means working to ensure that all students who are qualified and want to enter higher education have:
the chance to go to their choice of university, and that which enables them to fulfill their potential
the support required to complete their degree
equal chances of getting a first or 2.1
the support they need to go on to further study or a great job
"we are still a long way from real equality of opportunity, and students deserve better. They deserve faster change" (OfS, 2018)
it’s not just about who gets in, it’s also about making sure all students get appropriate support to complete their course and go on to a graduate-level job or further study. OFS (2018)
All students, from all backgrounds, with the
to undertake higher education, are supported to access, succeed in, and progress from higher education. (OfS , 2018)
How is the topic described or defined in authoritative sources?
Widening participation can be seen as synonymous with relative social mobility – where the fairness of society is measured by the chances for upward mobility of different groups. (Stuart, 2012)
Fair access; Equal opportunities; Social mobility; Improving access and success (Shah, Bennett and Southgate, 2016)
“Widening access and improving participation in higher education are a crucial part of our mission. Our aim is to promote and provide the opportunity of successful participation in higher education to everyone who can benefit from it. This is vital for social mobility and economic competitiveness.” (England, (HFECE) 2018)
What is my understanding about this topic, what does it mean to me?
How is this topic relevant to my own practice in the classroom?
How can I see the topic being applied, and its relevance in a wider context such as my school or in the industry?
Having researched this topic, and reflected on how it is relevant to my teaching or the operation of my school, what actions will I take to inform myself or update my practices?
Change of teaching style? Can we expect all students to adapt and be self motivated?
More support towards assessments?
More practice at assessments? Or feedback loops?
Future research: Are all students suited for HE? or will HE have to adapt to accept 'non-traditional' students? But there is onus on students to take responsibility for their learning... should lecturers therefore model more - meta-cognitive ...
Advocates argue that staff and students working together, whether in governance, research or teaching spaces, facilitate student engagement (Healey, Flint, & Harrington, 2014)
feedback on a student’s work increases the student’s self-efficacy which then improves their engagement on future tasks. Or staff getting to know a student gives them a sense of belonging that then facilitates engagement in the classroom.Ella R. Kahu & Karen Nelson (2017)
Describe practices that you have encountered or been engaged in which actively promote this either within your subject area, or within your institution?
Ran STEM workshop at County Hall in Matlock for fostering Activity Day – arranged via Jo Astley, Outreach Officer
Future - open days ... Sheffield College visit 23 May Maths problem solving workshop
Personal tutorials .. support for students ... more access? relationship ...
Pre-induction days for B.Ed and PGCEs