Research

There are many sources of widening participation-related research. What follows is a summary of what is available with links to associated documents. 

UK's research report (including an executive summary) on the impact of variable tuition fees. PDF

In 2008 Action on Access developed and delivered a 12-month programme to mainstream and sustain widening participation in higher education institutions, working with senior managers engaged in the strategic development and wider delivery of WP. Action on Access produced a final report on the programme, Mainstreaming and Sustaining Widening Participation in Institutions, August 2009, available to download in Word , together with a separate Reflective Review Tool, available to download in Word which institutions are finding very useful in the contexts of the developmental Strategic Assessments

The Higher Education Funding Council's website has a section on widening participation research.

The Higher Education Academy’s (HEA) website has a widening participation research section and a searchable directory of good practice in widening participation. It also allows for searches for widening participation good practice by target group or by type of intervention and has links to projects. They have also been funded by HEFCE to develop a Widening Participation Research Service (WPRS). This service is intended to assist both researchers with a WP focus and users of research findings, such as HE staff with an active widening participation role. This is in the early stages of development and is looking towards a launch at the end of the year. Once established, it will provide a range of services, including web-based resources, workshops and training events, and a research observatory. Email Susan.hatt@uwe.ac.uk for further information.

The Institute for Access Studies is a research centre based at Staffordshire University which focuses on widening participation. Their website provides links to recent and on-going research projects, plus journals and articles.

The Department for Schools, Families and Children and the Department for Business, Innovation and Skills have a research section on their website which can be searched for widening participation reports and articles.

Continuum, the Centre for Widening Participation Policy Studies, based at the University of East London, conducts research and consultancies on a wide range of widening participation topics both in the UK and internationally. Their website provides an overview of their research activities, downloadable publications, and many useful resources and links aimed widening participation practitioners.

The Economic & Social Research Council’s website has a research database containing research on widening participation.

The Higher Education Policy Institute was established in 2002 with the aim to ensure that higher education policy development is informed by research and best practice. They produce publications and reports on higher education policy and research. Research Reports Gender Gaps in Higher Education Participation - PDF or Word . An analysis of the Relationship between Prior Attainment and Young Participation by Gender, Socio-Economic Class and Ethnicity. (DIUS Research Report)

Stephen Gorard with Nick Adnett, Helen May, Kim Slack, Emma Smith and Liz Thomas

There are serious inequalities in participation in post-compulsory education and training related to socio-economic status, gender, ethnicity and other characteristics. Such inequalities are reproduced and exacerbated in higher education. This book is based on a review of research evidence that asks whether these social and familial patterns can be interrupted via educational and other interventions. Its radically new lifelong approach makes this book essential reading for practitioners and policy-makers concerned with widening participation, and for academics.

2007, ISBN 978 1 85856 414 2

Trentham Books Website

Specialist teacher assessors work increasingly in all sectors of education. As key personnel in higher education institutions, they are responsible for conducting essential diagnostic psychometric assessment and identification of students with specific learning difficulties in higher education, the government identifies procedures for good practice.

This book is a practitioners guide for specialist teachers working with SpLD students in HE institutions and provides the background to the practitioners certificate introduced in 2006. It offers practical suggestions to aid specialist tutors who are supporting and assessing students from all academic fields. It indicates formats for assessments to help specialist tutors comply with the new regulations and helps tutors provide reasonable adjustments for students that do not compromise academic standards.

The book is essential for SpLD managers, for professionals who wish to update their skills so they can support HE students, and for all teachers involved in advanced training.

2007, ISBN, 978 1 85856 411 1

Trentham Bookswebsite

Lecturers in higher education finding out what practical steps others have taken to improve completion rates among disadvantaged students accross the world will find this book useful and stimulating. Higher Education Review.

I would recommend this book to higher education administrators who are interested in how various programs accross the globe are working to remedy access and retention for disadvantaged students. Journal of college student development.

2003, ISBN 978 1 85856 316 9

Trentham Books Website

This book makes a valuable contribution to understanding the experience of mature students from historically underrepresented groups in higher education. Studies in Higher Education.

.... it should certainly be read by all FE and HE staff who need to understand more about the lives, views and struggles of 'non-traditional' students.

.... the language is clear and the students' stories are amazingly rich, touching and thought provoking. Widening participation and lifelong learning.

This is an admirable, important and well-written book that is finely produced by Trentham books. Studies in the education of adults.

This book is a valuable insight for anyone working in education as it brings to the forefront areas of concern that need to be addressed to ensure that higher education is truly diverse. British educational research journal.

2003, ISBN 978 1 85856 298 8

Trentham Books Website

Recognition and Support for Widening Participation Practitioners. A scoping study by Continuum and commissioned by the Higher Education Academy.

Widening participation to higher education has been developing into a key area of practice and expertise for over a decade and is a vibrant community of practice which has its own specific support and recognition needs. Providing opportunities for staff involved in widening participation to develop their skills and knowledge and to gain recognition for them is critical to sustaining and embedding widening participation across the education sector.

The findings from the survey suggests that there is significant demand for more appropriate learning opportunities, in particular more recognition and accreditation opportunities from work-based learning and other non-formal learning activities.

The report can be downloaded from the publications pages of the Continuum website

Has Aimhigher increased aspirations to HE, attainment at school and, ultimately, participation at university?

This topic paper aims to summarise the evaluation evidence on Aimhigher that answers the key strategic questions about its impact. Which interventions work best? Which groups are most affected? Is Aimhigher cost-effective? It does not seek to address other important questions relating to delivery and design of Aimhigher in the field. This draws on a series of research and evaluation reports developed since Aimhigher: Excellence Challenge began in 2001.

The Experience of Young People in Higher Education: Factors Influencing Withdrawal.
See the report in PDF format PDF

Two leading North West academics have found that having A-levels has no bearing on what class of degree students will achieve at University. The research by Dr Richard Ralley and Dr Lesley Sumner from Edge Hill University, has found that students with A-levels who go straight to university from school or college are more likely to complete their degrees, but having those A-levels will not improve their degree score. Although students from a vocational background are less likely to attend university, they are more likely to achieve a better degree than their A-level counterparts if they do. Furthermore, students who get the best degrees are those who take a break from studying before starting university. July 2006.

Review of widening participation research: addressing the barriers to participation in higher education , July 2006.

This is a report to HEFCE by the University of York, Higher Education Academy and Institute for Access Studies, which acts as an independent review of the existing relevant evidence on widening participation in higher education, with particular reference to the varied barriers faced by potential and actual students. The arguments and views expressed in this document are those of the authors and, as such, do not represent HEFCE policy.

A Review of Black and Minority Ethnic Participation in Higher Education - June 2006

The National BME Education Strategy Group had its origins in a group established in February 2006 to explore the potential of Aimhigher at local, regional and national level to support increased participation in higher education of BME learners. As part of this process, they commissioned a report through a Aimhigher nationally funded project to review the key issues facing BME groups participating in higher education and providing a network model to enable these issues to be addressed in the long term by those concerned with widening participation for BME groups in the future.

Information Collection and Dissemination Practices for Learners with Specific Learning Differences across the Education Sector: the impact and consequential intellectual loss to education and employment, Dr Helen May, June 2006.

This research examines the issues around the data collection and dissemination practices for learners with SpLD across the school, further and higher education sectors, to inform how we might better assess the progression of learners into higher education. The report highlights the extent to which procedures for collecting, using and disseminating data is disparate across the education sectors. The report makes recommendations for policy makers, institutions and learners. The report is available from the Achieveability project office.

Progressing to Higher Education: Vocational Qualifications and Admissions

A study exploring higher education-related issues affecting the entry of vocationally qualified learners to degree study, with research undertaken primarily through discussions with staff at 14 higher education institutions in England, plus an analysis of UCAS data and a review of relevant research literature PDF - Word . The research found a pattern of uneven distribution of vocationally qualified entrants to higher education across the sector, representing 18% of the overall intake. It identifies a number of factors having direct and indirect effects on applications, recruitment and admissions for vocational students, draws some conclusions and makes recommendations. February 2006.

Entry to Leading Universities 2005

An influential study by the Sutton Trust which exposed the massive under-representation of state school and working class students at our leading universities.

Young Participation in Higher Education, 2005, HEFCE

This report looks at young participation in higher education - the proportion of young people who entered higher education over the period 1994-2000. For the first time it provides measures that are accurate enough to monitor changes in overall participation rates year on year, and to monitor differences in participation between young people from advantaged and disadvantaged backgrounds. Patterns of young participation are set out in detail, with measures of the experiences of young people before, during and after their time in higher education. The report defines the most and least advantaged families according to where they live. Web-based maps showing these local patterns of participation (known as POLAR – Participation of Local Areas) are also available.

Aimhigher East Midlands published a research report entitled Higher Education in the East Midlands: a widening participation perspective.

The report (available in PDF) contains comprehensive information on factors influencing higher education progression in the region, by combining a range of data sources, such as commissioned UCAS and HESA, Indices of Multiple Deprivation, Census, and DfES’ achievement & attainment datasets.The evidence suggests a strong correlation exists between attainment and subsequent progression into higher education and highlights the challenges faced by partners endeavoring to widen participation amongst under-represented groups, such as those populations residing in the most deprived areas of the region. The report demonstrates that the first step towards addressing the current disparities in higher education participation will be through the raising of aspiration and attainment of ‘non-traditional’ cohorts.

Making the Difference? How sixth form experience influences retention and stability in HE.

This study focuses on the retention of students in higher education from two Manchester post-16 locations; both institutions have widening participation cohorts. The survey tracked a sample of students into higher education. It recommends that ways should be found to track students post-18 so that post-16 institutions are aware of the success or otherwise of their ex-students in higher education and a range of other practices. Email jcapron@eicmanchester.gov.uk for further information.

Aspirations and Influences

When it comes to considering a university education, young teenagers received more encouragement from parents, family and friends than teachers and professional advisors according to a report published by the University of Portsmouth. According to the report parents are the greatest source of encouragement. The report explores the motivations and deliberations of young people considering higher education, and draws on the experiences of local secondary school pupils and current undergraduates from across the country when making their higher education choices. The report also examines the influences of factors outside of the family unit, such as teachers, careers advisors, student debt, location and media influence. Anne.stanford@port.ac.uk

Student Success in Higher Education

Action on Access undertook a series of research-based activities for HEFCE between December 2001 and December 2002. Broadly these have attempted to identify issues and consider factors that contribute to enhancing participation and student success, with an analysis of widening participation strategies and the approaches and response of higher education institutions in response to increased student diversity.

Progression Research Project

This research project was commissioned by the HEFCE to examine examples of good practice to make recommendations to the council to assist in rolling out clearer pathways for students to progress to and through higher education.

Applications and Acceptances into Higher Education

Applications and Acceptances into Higher Education by Young Adults Living in the North East of England 1999-2002. Research by Aimhigher: P4P North East, December 2003.

Engaging with Innovative Work-Related Initiatives

Engaging with Innovative Work-Related Initiatives: A review of activities of the North East Universities, 2003.

Modelling Local Variations in Participation

Modelling Local Variations in Participation in Further and Higher Education in the North East. A study by Mike Coombes and Simon Raybould, 2003.

Parents and Higher Education

Parents and Higher Education in the North East: Attitudes, Concerns, Influence and Engagement. A study by Richard Dodgson and Helen Whitham, Aimhigher: P4P North East, December 2003

Aimhigher Greater Merseyside ran three research projects that explored the impact of their activities. Year 11 focus groups were convened to discuss their involvement with Aimhigher since Year 9. Students were also asked to reflect on the impact of activities they had participated in. An impact study on the whole Year 7 visits delivered by the University of Liverpool was conducted. This research explored the long-term impact of the visits, in terms of raising the awareness and aspirations of the young people involved. Knowsley local authority commissioned an evaluation of the effect of Aimhigher support workers – recent graduates who work with young people in schools and colleges.

Practitioners and researchers from the University of Luton and the University of East Anglia teamed up to examine the life preferences of students from ethnic minority groups - particularly those from Bangladeshi, Black Caribbean and Pakistani backgrounds. Students taking part in the research provided detailed biographic information relating to their social and educational backgrounds and their experiences of considering and applying to study at the University of Luton and at UEA. The biographical study is underpinned by a quantitative study that provides a detailed statistical picture of minority ethnic participation in higher education across the region. Indications so far suggest that the issue of access is more concerned with social class than with ethnicity. Email Maria.kukhaveva@luton.ac.uk for further information.