scholarly journals Theory, evaluation, and practice in widening participation: A framework approach to assessing impact

2016 ◽  
Author(s):  
Annette Ruth Hayton ◽  
Andrew Bengry-Howell
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Sense Of Belonging ◽  
Theoretical Work ◽  
Student Population ◽  
Widening Participation ◽  
Theory Evaluation ◽  
Framework Approach

The English higher education (HE) system is deeply stratified, with younger students from more privileged backgrounds comprising the majority of the student population. Over the last 15 years considerable investment has been made to widen participation but attempts to evaluate these initiatives and demonstrate impact have presented a major challenge for the HE sector. This paper explores the development and application of a framework for evaluating and researching university-led interventions. Drawing largely on the theoretical work of Bourdieu it provides a basis for designing and evaluating programmes and activities to develop student cultural capital and habitus, and foster agency and a sense of belonging in HE settings.

scholarly journals Retaining students in Australian higher education: cultural capital, field distinction

2016 ◽  
Vol 16 (1) ◽  
pp. 80-96 ◽  
Author(s):  
Trevor Gale ◽  
Stephen Parker
Keyword(s):  
Higher Education ◽  
University Students ◽  
Cultural Capital ◽  
Social Inclusion ◽  
Economic Status ◽  
Economic Capital ◽  
Retention Rates ◽  
Widening Participation ◽  
Distinctive Character ◽  
The Social

In the global phenomenon of widening participation policy in higher education, lower retention rates for students from less advantaged socio-economic circumstances have potential to undermine the social inclusion agenda of HE. This might be an issue in Europe but is not necessarily the case elsewhere. In this paper we consider statistical data on Australian university students from under-represented groups, retained at similar rates to those of their more advantaged peers. Our data also include print and online media commentary on student retention. In our analysis we draw on Bourdieu’s social theory, particularly his conceptual tools of ‘cultural capital’ and field ‘distinction’. We argue that less-advantaged Australian university students appear to have greater access to the cultural capital privileged in higher education institutions. This tends to undermine claims of retention problems, and of ‘setting up students to fail’, which dominate quasi-policy media forums and have more to do with mitigating a perceived threat to the distinctive character of higher education. Following Wilkinson and Pickett’s observations on the distribution of economic capital within societies, we suggest that the more even the distribution of cultural capital across systems, institutions and groups, the less students’ socio-economic status has to do with their retention in higher education.

An institutional case study of a transformative approach to access and engagement for widening participation in higher education

2020 ◽  
Vol 22 (1) ◽  
pp. 132-145
Author(s):  
Anthony Aylmer
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Virtual Learning Environment ◽  
Small Scale ◽  
Widening Participation ◽  
Diverse Backgrounds ◽  
Transformative Approach ◽  
Participation In Higher Education ◽  
Method Analysis

The recognition that increased numbers of students from diverse backgrounds accessing higher education (HE) is juxtaposed with increased numbers of students withdrawing from their studies (Pope, Ladwa and Hayes, 2017), has highlighted an increased need to explore specific support strategies post enrolment. Such ambition has more recently been reaffirmed by the Office for Students (OfS), who have emphasised the need for new approaches pertaining to access, participation and success since being established in 2018. This paper presents an institutional case study focusing on a transformative approach to access and engagement for students in HE. The initial part of this paper provides an outline of the specific approaches adopted by the case study institution, set against a theoretical backdrop of habitus and cultural capital. The second part of this paper discusses the findings from a small-scale research project emanating from a framework method analysis on student forum records over a five year period. Results illuminated the importance of varied and engaging teaching practices, tutor accessibility and the important role that the virtual learning environment can have on supporting students and enhancing habitus and cultural capital.

scholarly journals Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education

2014 ◽  
Author(s):  
Sarah Parkes
Keyword(s):  
Higher Education ◽  
Study Skills ◽  
Sense Of Belonging ◽  
Widening Participation ◽  
Prospective Students ◽  
Student Expectations ◽  
Student Progression ◽  
Successful Student ◽  
Early Formation ◽  
Social And Academic Integration

AbstractSince the Widening Participation (WP) policy of the New Labour Government (1997-2010) and the increased market-like environment created by raised tuition fees, institutions are increasingly focusing significant effort on enhancing the student experience in order both to retain existing students as well as competitively market themselves to prospective students (Brown, 2011; Department for Business, Innovation and Skills, 2011; Thomas, 2012). Pre-entry activities that include Information, Advice and Guidance (IAG), supporting social and academic integration, managing student expectations and encouraging the development of appropriate academic study skills (Gorard et al., 2006; Crabtree et al., 2007) have thus been utilised to engage new learners in the experience of Higher Education (HE), with the potential to influence their progression and retention once on-programme (Thomas, 2002; 2011; Yorke and Thomas, 2003; Thomas and Quinn, 2006; Thomas and Jamieson Ball, 2011). Thomas (2011, p.45) suggests that evidence does indeed indicate that such pre-entry interventions ought to influence retention and progression yet it is still not clear how such interventions affect a student’s experience of HE.Drawn from interviews conducted in 2012, this paper discusses the experiences of students participating in HEADstart; a two week pre-entry blended learning course at Newman University, Birmingham. Using notions of belonging, this thematic analysis explores the extent to which participation supports the early formation of a sense of belonging in HE, which is a key element to successful student progression and success (Thomas, 2012).

The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences

2021 ◽  
pp. 147490412199626
Author(s):  
Nina Haltia ◽  
Ulpukka Isopahkala-Bouret ◽  
Annukka Jauhiainen
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Education Students ◽  
Educational Backgrounds ◽  
Mature Students ◽  
Academic Track ◽  
Education Community ◽  
Institutional Structures ◽  
Upper Secondary ◽  
Institutional Habitus

Division between academic and vocational education is a predominant feature of both upper secondary and higher education in Finland as well as in many other country contexts. This article focuses on a minority of higher education students, those who have not proceeded to higher education through the traditional academic track but have enrolled through the vocational route. We deploy the concept of institutional habitus and utilize Eurostudent VI survey data ( N=7318) to analyse the backgrounds and study experiences of higher education students with different kinds of educational backgrounds. Our findings indicate that those enrolling through the vocational route are more often mature students from lower parental educational backgrounds. They have often completed a longer study path and began to see themselves as future higher education students later in their life course. There are also differences in how students with diverse educational backgrounds experience their sense of belonging to the higher education community. This paper focuses on Finland but has relevance for other European countries as the institutional structures and practices discussed in this paper are evident internationally.

scholarly journals Running up a Down-Escalator in the Middle of a Class Structure Gone Pear-Shaped

2013 ◽  
Vol 18 (1) ◽  
pp. 171-178 ◽  
Author(s):  
Patrick Ainley ◽  
Martin Allen
Keyword(s):  
Higher Education ◽  
Middle Class ◽  
Widening Participation ◽  
Class Structure ◽  
Private Providers

Whilst widening participation to higher education was approaching New Labour's target of 50% of 18-30s (for women at least), it was presented as a professionalisation of the proletariat but in reality and in hindsight it can be seen to have disguised a proletarianisation of the professions - for which HE supposedly prepares its graduates - with many reduced to para-professions at best. It is argued therefore that education as a whole faces a credibility crunch. However, many have nowhere else to go since without qualifications they face falling into the so-called ‘underclass’ which was widely seen to have manifested itself in the riots of summer 2011. Like other commentators, we point out that the majority of youth did not riot and focus instead upon the children of the new working-middle class who are running up a down-escalator of devalued qualifications. This only intensifies national hysteria about education as the Coalition's reception of Browne's Review restricts competitive academic HE entry to those who can afford tripled fees, while relegating those who cannot to ‘Apprenticeships Without Jobs’ (cf. Finn 1987 ) in FE and private providers. With reference to Allen and Ainley (2011) , this paper speculates as to the likely outcome of this generational crisis.

‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation

2009 ◽  
Vol 12 (3) ◽  
pp. 209-224 ◽  
Author(s):  
Tina Byrom
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Young People ◽  
Working Class ◽  
Summer School ◽  
Widening Participation ◽  
Education Choice ◽  
School Based ◽  
Institutional Habitus ◽  
Participation In Higher Education

Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.

Reflections on Developing a Career in Kinesiology and Public Health

2020 ◽  
pp. 1-9
Author(s):  
Barbara E. Ainsworth
Keyword(s):  
Public Health ◽  
Physical Activity ◽  
Higher Education ◽  
Physical Education ◽  
Health Outcomes ◽  
Sense Of Belonging ◽  
Career Choices ◽  
Academic Career ◽  
Physical Activity Environment ◽  
Professional Activities

This paper provides reflections on my academic career in kinesiology and public health from an autobiographical perspective. Themes include the importance of movement and physical activity in my development and career choices, a recognition of the importance of physical activity for health outcomes, experiences in studying physical activity in a public health framework, and observations on kinesiology in higher education. I also reflect on the importance of the physical education and physical activity environment that brought me a sense of belonging, enjoyment, and accomplishment that has lasted throughout my career. As in sports and professional activities, I have tried my best and never given up until I felt the task was done.

The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Sense Of Belonging ◽  
Positive Relationship ◽  
Cross Cultural ◽  
Hierarchical Regression ◽  
Cultural Interaction ◽  
Content Type ◽  
Campus Environment ◽  
The Relationship

Purpose The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa. Design/methodology/approach An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis. Findings Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging. Originality/value This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.

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