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Victoria Jane Sparkes - One of the best experts on this subject based on the ideXlab platform.
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Widening Participation in physiotherapy education. Part 1: Introduction
Physiotherapy, 2002Co-Authors: Carolyn Mason, Victoria Jane SparkesAbstract:Summary Widening Participation is a term that has been promoted in further and higher education. It signifies an attempt to increase access to learning and provide equal opportunities for success and progression to those sections of society who have not traditionally participated or thrived in a learning environment ( Kennedy, 1997 ; CVCP, 1999 ). As a series of three professional education articles, these papers seek to address the concept of Widening Participation within the context of physiotherapy undergraduate education.
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Widening Participation in Physiotherapy Education: Part 3: Mature students in undergraduate education
Physiotherapy, 2002Co-Authors: Victoria Jane Sparkes, Carolyn MasonAbstract:Summary The third paper in this series addresses some of the potential concerns which surround Widening Participation in undergraduate physiotherapy education, with a particular focus upon the recruitment and retention of mature students within this discipline. It is not the purpose of this paper to fragment the mature student issues under discussion and address them in isolation, but first to analyse each aspect under question – Widening Participation, mature students and physiotherapy undergraduate education – before attempting to integrate these into a more complex picture.
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Widening Participation in Physiotherapy Education
Physiotherapy, 2002Co-Authors: Carolyn Mason, Victoria Jane SparkesAbstract:Summary Following the introduction to Widening Participation in physiotherapy education highlighted in the first paper of this series, this article explores race, ethnicity and higher education in the United Kingdom. It aims to identify issues of equal opportunities with regard to ethnicity among students and staff in higher education and discerns the complexities of these issues in physiotherapy education. This paper discusses the barriers to access and retention of ethnic groups and considers why the current political and educational ideologies on individual development and educational achievement in higher education may not be enough to encourage and support these groups in specialist courses such as physiotherapy. Moreover, the paper contends that an understanding of cultural difference should be considered when addressing the issue of accommodating diversity, a challenge of fundamental importance for those involved in the generation of policy and practice, not just in physiotherapy but in the education of all adults.
Carolyn Mason - One of the best experts on this subject based on the ideXlab platform.
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Widening Participation in physiotherapy education. Part 1: Introduction
Physiotherapy, 2002Co-Authors: Carolyn Mason, Victoria Jane SparkesAbstract:Summary Widening Participation is a term that has been promoted in further and higher education. It signifies an attempt to increase access to learning and provide equal opportunities for success and progression to those sections of society who have not traditionally participated or thrived in a learning environment ( Kennedy, 1997 ; CVCP, 1999 ). As a series of three professional education articles, these papers seek to address the concept of Widening Participation within the context of physiotherapy undergraduate education.
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Widening Participation in Physiotherapy Education: Part 3: Mature students in undergraduate education
Physiotherapy, 2002Co-Authors: Victoria Jane Sparkes, Carolyn MasonAbstract:Summary The third paper in this series addresses some of the potential concerns which surround Widening Participation in undergraduate physiotherapy education, with a particular focus upon the recruitment and retention of mature students within this discipline. It is not the purpose of this paper to fragment the mature student issues under discussion and address them in isolation, but first to analyse each aspect under question – Widening Participation, mature students and physiotherapy undergraduate education – before attempting to integrate these into a more complex picture.
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Widening Participation in Physiotherapy Education
Physiotherapy, 2002Co-Authors: Carolyn Mason, Victoria Jane SparkesAbstract:Summary Following the introduction to Widening Participation in physiotherapy education highlighted in the first paper of this series, this article explores race, ethnicity and higher education in the United Kingdom. It aims to identify issues of equal opportunities with regard to ethnicity among students and staff in higher education and discerns the complexities of these issues in physiotherapy education. This paper discusses the barriers to access and retention of ethnic groups and considers why the current political and educational ideologies on individual development and educational achievement in higher education may not be enough to encourage and support these groups in specialist courses such as physiotherapy. Moreover, the paper contends that an understanding of cultural difference should be considered when addressing the issue of accommodating diversity, a challenge of fundamental importance for those involved in the generation of policy and practice, not just in physiotherapy but in the education of all adults.
Paul Greenbank - One of the best experts on this subject based on the ideXlab platform.
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Widening Participation and social class: implications for HEI policy
2009Co-Authors: Paul GreenbankAbstract:During the past 40 years higher education has moved from an elite to a mass system. Despite this expansion, the working class remain under‐represented in higher education. They are also disproportionately represented in less prestigious institutions and on lower status courses. Furthermore, the evidence suggests that students from lower socio‐economic groups have greater difficulty adapting to university life because of a mis‐ match between their cultural capital and the middle class culture they encounter in higher education. Finally, studies indicate that working class students have less success in the graduate labour market than their middle class peers. The disadvantages working class students face arise because of a complex combination of economic, social and cultural factors. This study utilises documentary evidence and interviews with key policy makers in HEIs to gain a better understanding of how policy migrates from the macro to the institutional level. It was found that institutional policy on Widening Participation develops out of a complex combination of economic and political influences mediated by the values, beliefs and objectives (i.e. the culture) of HEIs. The fact that institutions face the same economic and political environment leads to some homogeneity in policy. For example, there is similarity in what HEIs actually ‘do’ in terms of aspiration raising and student support. However, institutional differences in organisational culture also lead to heterogeneity, especially in relation to the rationale underpinning aspiration raising and in respect of admissions policies.Greenbank – Widening Participation and social class 78 This paper identifies a number of issues that are felt to require further consideration by HEI policy makers. First, there appears to be a need to critically examine the values underpinning aspiration raising and admissions policies. Second, there is a reluctance to ‘label’ students or even refer to social class. This seems to act as a significant barrier to the development of effective policy. Third, there is a need for HEIs (and government) to clearly conceptualise and define what they mean by a ‘Widening Participation student’. Finally, HEIs often seem complacent and have a tendency to externalise the ‘problem’ of Widening Participation. The paper concludes by addressing the implications of these issues for admissions, student support and pedagogy. Participants will be encouraged to comment on the research and the implica‐ tions for Edge Hill.
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Introducing Widening Participation Policies in Higher Education: The Influence of Institutional Culture.
Research in Post-Compulsory Education, 2007Co-Authors: Paul GreenbankAbstract:This paper examines the role of culture in the development of higher education institution (HEI) policy on Widening Participation. The study involved documentary research and interviews with senior and middle managers. It suggests that a culture of Widening Participation is often not embedded throughout institutions. Therefore, Widening Participation policy formulated at the senior management level is likely to be reinterpreted, revised—and in many cases even undermined or ignored—as it migrates down the organisational hierarchy. The paper contends that senior management take insufficient account of the cultural complexity of HEIs. As a result, there is too much emphasis on institutional (or ‘meso’) level policy‐making and a top‐down approach. The paper argues that more attention should be given to generating Widening Participation policy at the micro level within universities and colleges of higher education.
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Widening Participation in higher education: researching institutional responses
Widening participation and lifelong learning, 2006Co-Authors: Paul GreenbankAbstract:This paper discusses how I undertook research into higher education institution (HEI) policy on Widening Participation policy for my doctorate (Greenbank, 2004). The study examined the way English Widening Participation policy ‘migrates’ from government, through the Higher Education Funding Council for England (HEFCE), before arriving at universities and colleges of higher education. It then examined in detail how a number of HEIs interpreted, revised and formulated institutional policy on Widening Participation (see Greenbank, 2006a, 2006b for a review). This research was not, therefore, concerned with the operational effectiveness of Widening Participation policy, or the ‘gap’ between policy and practice, but instead focused on the rationale behind institutional policy
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The Evolution of Government Policy on Widening Participation
Higher Education Quarterly, 2006Co-Authors: Paul GreenbankAbstract:This paper examines the evolution of government policy in England on Widening Participation. It traces government policy on Widening Participation in relation to social class from Robbins (1963) through Dearing (1997) to ‘The Future of Higher Education’ (2003) and the passing of the Higher Education Act (2004). The paper concludes that there is a lack of Participation in policy formulation by certain key groups, particularly those directly affected by Widening Participation policy. In addition, although the government's Widening Participation policy has generally progressed, it has done so within an overly bureaucratic system of control that fails to give higher education institutions the autonomy they need. There are also occasions when aspects of policy seem to be taking backward steps. Moreover, while the government adopts a rhetoric of strategic rationality, policy on Widening Participation often appears to be ad hoc, piecemeal and lacking a cohesive, evidence-based rationale. Finally, there are times when New Labour appears to lack the political will to implement radical policies.
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Widening Participation in higher education: an examination of the factors influencing institutional policy
Research in Post-Compulsory Education, 2006Co-Authors: Paul GreenbankAbstract:This article examines the factors influencing the development of Widening Participation policy in 16 higher education institutions (HEIs). It utilises documentary research, followed by interviews w...
Jon Rainford - One of the best experts on this subject based on the ideXlab platform.
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Moving Widening Participation outreach online: challenge or opportunity?
Perspectives: Policy and Practice in Higher Education, 2020Co-Authors: Jon RainfordAbstract:The COVID-19 pandemic creates an immediate need to deliver existing pre-entry Widening Participation outreach work remotely. In doing so this means rethinking existing programmes and adapting exist...
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equal practices a comparative study of Widening Participation practices in pre and post 92 higher education institutions
2019Co-Authors: Jon RainfordAbstract:This thesis explores the similarities and differences in Widening Participation outreach practices across pre-92 and post-92 institutions. Whilst Widening Participation sits under one national policy, individual institutions enact this in different ways. Using a comparative approach, it highlights the ways in which gaps between policy and practice manifest. Adopting a two-phase approach, the study is as follows. A critical discourse analysis of the 2016-17 access agreements across ten institutions (five pre-92 and five post-92) was conducted in order to explore the ways in which language was used and commonalities and differences in discourses deployed in policy by different types of institution. Phase two then explored some of the emerging themes with sixteen practitioners (eight working in post-92 institutions and eight in pre-92 institutions). The findings identified a policy-practice gap in relation to a number of specific issues. These include: the role of marketisation in driving institutional agendas, who is framed as a ‘potential’ student, and the role understandings of aspiration play in interpreting national Widening Participation policy agendas. Additionally, this thesis develops a framework for understanding how individuals’ personal and professional experiences can shape policy enactment in Widening Participation. This thesis makes distinct contributions to knowledge through foregrounding those who work in Widening Participation outreach roles, a previously under researched group. Additionally, the findings in relation to aspiration and potential offer new insights to the field. It also makes a clear methodological contribution through its use of creative methods both in data collection using Drawing and Lego based approaches and in dissemination through the use of comics. Additionally, a theoretical contribution is made through considering the role of temporality in understanding policy and adopting a Critical Realist approach to exploring these issues. The thesis concludes with a number of practical recommendations for national policymakers, institutional decision makers and practitioners themselves.
Liz Thomas - One of the best experts on this subject based on the ideXlab platform.
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Widening Participation in nurse education: An integrative literature review
Nurse education today, 2017Co-Authors: Vanessa Heaslip, Michele Board, Vicky Duckworth, Liz ThomasAbstract:Background Widening Participation into higher education is espoused within educational policy in the UK, and internationally, as a mechanism to promote equality and social mobility. As nurse education is located within higher education it has a responsibility to promote Widening Participation within pre-registration educational programmes. It could also be argued that the profession has a responsibility to promote equality to ensure its' workforce is as diverse as possible in order to best address the health needs of diverse populations. Objectives To undertake an integrative review on published papers exploring Widening Participation in undergraduate, pre-registration nurse education in the UK. Design A six step integrative review methodology was utilised, reviewing papers published in English from 2013-2016. Data sources Search of CINAHL, Education Source, MEDLINE, PsychINFO, SocINDEX, Science Direct, Business Source Complete, ERIC, British Library ETOS, Teacher Reference Centre, Informit Health Collection and Informit Humanities and Social Science Collection which highlighted 449 citations; from these 14 papers met the review inclusion criteria. Review methods Both empirical studies and editorials focusing upon Widening Participation in pre-registration nurse education in the UK (2013-2016) were included. Papers excluded were non UK papers or papers not focussed upon Widening Participation in pre-registration nursing education. Research papers included in the review were assessed for quality using appropriate critical appraisal tools. Results 14 papers were included in the review; these were analysed thematically identifying four themes; knowledge and identification of WP, pedagogy and WP, attrition and retention and career prospects. Conclusions Whilst Widening Participation is a key issue for both nurse education and the wider profession there is a lack of conceptualisation and focus regarding mechanisms to both encourage and support a wider diversity of entrant. Whilst there are some studies, these focus on particular individual Widening Participation groups rather than a wider strategic focus across the student lifecycle.
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joining the dots between teacher education and Widening Participation in higher education
Faculty of Education, 2016Co-Authors: Vicky Duckworth, Liz Thomas, Derek C BlandAbstract:In England and Australia, higher education institutions are required to widen Participation in higher education by including students from under-represented and non-traditional groups. Widening Participation is most effective when it starts early – during compulsory education and other forms of pre-tertiary education. Higher education institutions are providers of pre-service and in-service teacher education, and therefore have the potential to ‘join the dots’ between teacher education and Widening Participation. Two approaches are identified: recruiting more diverse cohorts of students to teacher education through targeted, relevant and engaging pre-entry experiences in schools and communities with low rates of progression to higher education, and preparing all teachers to better support the tenets of Widening Participation through their professional roles in schools, colleges and communities. This paper focuses on the former, using a structural theoretical lens to understand low Participation by particular groups of students. This framework is used to analyse two empirical examples, one from Australia and one from England. The paper concludes by recommending a more systemic approach to Widening Participation through teacher education, and makes practical suggestions informed by theory, practice and research.
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joining the dots between teacher education and Widening Participation in higher education
Research in Post-compulsory Education, 2016Co-Authors: Vicky Duckworth, Liz Thomas, Derek C BlandAbstract:AbstractIn England and Australia, higher education institutions are required to widen Participation in higher education by including students from under-represented and non-traditional groups. Widening Participation is most effective when it starts early – during compulsory education and other forms of pre-tertiary education. Higher education institutions are providers of pre-service and in-service teacher education, and therefore have the potential to ‘join the dots’ between teacher education and Widening Participation. Two approaches are identified: recruiting more diverse cohorts of students to teacher education through targeted, relevant and engaging pre-entry experiences in schools and communities with low rates of progression to higher education, and preparing all teachers to better support the tenets of Widening Participation through their professional roles in schools, colleges and communities. This paper focuses on the former, using a structural theoretical lens to understand low Participation by...
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Widening Participation to doctoral education and research degrees a research agenda for an emerging policy issue
Higher Education Research & Development, 2013Co-Authors: Alistair Mcculloch, Liz ThomasAbstract:Widening Participation is on the political agenda but, to date, policy, practice and research has focused on undergraduate education. This article identifies an emerging Widening Participation focus on doctoral education. Using England as a case study, the article examines this development within the context of the long-standing concern with equity in education, before reviewing the relatively small literature addressing who participates (and why) in doctoral and more general postgraduate education. An analysis of Widening Participation Strategic Assessments produced in 2009 by 129 English Higher Education Institutions (HEIs) reveals an emergent institutional awareness of this new development. Finally, a research agenda for Widening Participation to research degrees, focusing on research students, HEIs and policy-makers, is outlined. The conclusion calls for this agenda to be pursued at institutional, national and cross-national levels so that future policy can be made and implemented on the basis of a ro...
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Widening Participation in post compulsory education
2001Co-Authors: Liz ThomasAbstract:Introduction Modernizers and the economic drive for expansion Progressives and the personal and social benefits of post-compulsory education Access to post-compulsory education by "non-traditional" students Identifying assumptions and barriers to Participation Schools and progression: barriers created by the compulsory education system Barriers and opportunities created by the post-compulsory education system The labour market and Participation in post-compulsory education and training. The influence of social and cultural factors on Participation in post-compulsory education. Individualizing the problem of problematizing the individual? A strategic approach - but whose startegy? Case study 1: regional distance learning scheme Case study 2: community outreach partnership Case study 3: a tailor-made programme of courses This approach to Widening Participation Appendix 1: key questions Appendix 2: Further case studies Bibliography Index
