Index
Perspectives on Access to Higher Education
ISBN: 978-1-78756-994-2, eISBN: 978-1-78756-991-1
Publication date: 15 May 2019
This content is currently only available as a PDF
Citation
Broadhead, S., Davies, R. and Hudson, A. (2019), "Index", Perspectives on Access to Higher Education (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 159-167. https://doi.org/10.1108/978-1-78756-991-120191001
Publisher
:Emerald Publishing Limited
Copyright © Samantha Broadhead, Rosemarie Davies and Anthony Hudson, 2019
INDEX
Academic Integrity, 83–84
Access Agreements, 95–96
Access and Participation Plans, 95–96
Access Course Recognition Group (ACRG), 28–30
Access courses, 1–2
Access education, definition of, 148–150
Access Qualification Development Group (AQDG), 54
Access Recognition and Licensing Committee (ARLC), 35–36
Access to HE (AHE), 2, 4, 6–7
call for access courses, 22–26
definition of, 26–27
discourses of derision, 30–33
early access courses, 19–22, 24
Higher Education: Meeting the Challenge
, 27–28
marginal approach, 17–19
national recognition, 28–30
‘practice-led’ policy development, 26–27
radical approach, 16–19
widening participation and marketisation, 34–38
Access to HE Diploma (AHED), xi–xii, 2, 2–3, 4, 6–7, 7, 47, 47–48, 48, 48
access pedagogy and student progression, current qualification impact on, 57–70
AVAs, role of, 51–52
funding, 56–57
grading, 52–56
policy context, 48–49
QAA, role of, 49–51
2018, 100–103
Access Validating Agencies (AVAs), 2, 6, 28, 33, 35–36, 47–48, 49–50, 99–101, 105
role of, 51–52
ACRG. See Access Course Recognition Group
Action research, 107
Adult education, 19–21
Advanced Learner Loan, 7, 57, 106
Advanced Learning Loan, 50, 153–154
AEB. See Associated Examinations Board (AEB)
Agored Cymru, 49–50
AHE. See Access to HE
AHED. See Access to HE Diploma
‘A’ level, 3–5, 10, 11, 15–16, 48, 55–56, 60, 71, 100–102, 123–125, 151–152
Alive and Kicking: Perspectives on Access Education
, xi
AQDG. See Access Qualification Development Group
ARLC. See Access Recognition and Licensing Committee
Ascentis, 6, 51–52
Assessment approach, 94–95
Associated Examinations Board (AEB), 30
Authorised Validating Agencies, 28
AVAs. See Access Validating Agencies
BERA. See British Education Research Association
Bespoke access program
approaches to teaching and assessment, 94–95
demographics of access students, 86–90
development of, 78–80
information, advice and guidance, 80–81
learning, 81–84
motivation of access students, 90–94
perceptions about access students, 80
student voice, 84–86
British Education Research Association (BERA), xi
BTEC, 100–101
Call for access courses, 22–26
Career counselling, 19–20
Certa, 6, 51–52
City Lit, 19–20
Class size, 82–83
CNAA. See Council for National Academic Awards
Collaboration, 18, 23, 30–31
Common Inspection Framework, 59
Community of practice, 94–95
Compulsory education, 2–3, 148–149
Compulsory schooling, 1
Confidence, 129–131
Council for National Academic Awards (CNAA), 28–31
Council of Vice Chancellors and Principals (CVCP), 28
Credits, 18–19, 33, 78–79
Cultural acclimatisation, 23–25
Cultural capital, 17, 121
Current qualification impact, on access pedagogy and student progression, 57–70
grading and teaching, 57–61
grading impact on student progression, 65–68
QAA, role of, 68–70
skills, valuation of, 61–65
Curriculum, 15–17, 19–20, 26–27, 100–101, 102–103, 105
CVCP. See Council of Vice Chancellors and Principals
Demographics of access students, 86–90
Department for Education and Science (DES), 23–25
Derision, discourses of, 3–4, 30–33
DES. See Department for Education and Science
Developmental pedagogy, 150–152
DfES, 38
DfESa, 38
Dimensions of Trust exercise, 107–108, 109, 110, 111–112, 114
Early access courses, 19–22, 24
ECDL. See European Computer Driving Licence
Economic impact, on students, 63–64
Edge Hill University, 77–78
Educational ghetto, 31–32
Education and Skills Funding Agency, 49–50
Education and Training Foundation (ETF), 8, 99–100
Emotional impact, on students, 63–64
Empowerment, 18
Equality, 36
Equal Opportunities Commission, 20–21
ETF. See Education and Training Foundation
European Computer Driving Licence (ECDL), 83–84
European Universities Charter on Lifelong Learning
, 128
European University Association, 128
Extrinsic motivation, 91
FAST. See Forum for Access Studies
FE. See Further education
Federations, role of, 18–19
First year in higher education (FYHE), 123–125
Forum for Access Studies (FAST), 32
Fresh Horizons
, 19–20
Fresh Start courses, 20–21, 22
Funding, 56–57, 78–79, 153–154
Funding the Relationship: Report on the Relationship between Higher Education and Further Education
, 34–35
Further education (FE), 2
Further Education Funding Council, 34–35
Future of Higher Education, The
, 38
FYHE. See First year in higher education
GCE. See General Certificate of Education examination
GCSE, 4–5, 100–101
General Certificate of Education (GCE) examination, 22–23
Glasgow School of Art, xi
Grade polishing, 64
Grading, 52–56, 151
current process description, 55–56
current qualification, impact of, 57–61
impact on student progression, 65–68
implementation of, 54–55
Hayek, Friedrich, 103–104
HE European Social Fund (HE ESF), 78–79
HEFCE. See Higher Education Funding Council for England
HEIs. See Higher education institutions
Her Majesty’s Inspectorate, 30–31
HESA. See Higher Education Statistics Agency
Higher Education: Meeting the Challenge
, 27–28, 77–78
Higher Education Funding Council for England (HEFCE), 49–50
Higher education institutions (HEIs), 77–78, 80, 103, 123–125, 155
Higher Education Statistics Agency (HESA), 49–50
Humour, 130–131
IAG. See Information, advice and guidance
Imposter syndrome, 129–130
Incorporation from local authority control, removal of, 33
Information, advice and guidance (IAG), 80–81
Inspection frameworks, 37–38
Inspection regimes, 153–154
Interpellation, 93–94
Intrinsic motivation, 91
JMB. See Joint Matriculation Board (JMB)
Joint Matriculation Board (JMB), 30
Journal of Access Studies
, 15–16, 32, 155
Kennedy, Helena, 34–35
Kennedy Report, 34–36
Keynes, John Maynard, 103–104
Learndirect
, 80–81
Learning Age: A Renaissance for a New Britain, The
, 36, 150
Learning to Succeed
, 36
Learning Works
, 35–36
LEAs. See Local Education Authorities
Leeds Local Education Authority, 20–21
Lesbian, gay, bisexual and transgender (LGBT) groups, 50
LGBT. See Lesbian, gay, bisexual and transgender groups
Liminal space, working in, 152–153
Lindop Committee, 31–32
Local Education Authorities (LEAs), 26
Lost Honour of Katharina Blum, The
, 103–104
Marginal approach to Access to HE, 17–19
Marketisation, 34–38
Mature students, postgraduate education access by, 128–137
Access to HE, importance of, 133–135
confidence and self-doubt, 129–131
diversity of student group, 131–133
identity as artists, 135–137
Mistrust, discourses of, 30–31
Monitoring, 147, 150–152
Moodle
, 82, 83–84
Motivation of access students, 90–94
National Advisory body for Local Authority Higher Education, 32
National Open College Network (NOCN), 18–19, 36
National recognition of Access to HE, 28–30
Neoliberalism, 153
New Labour, 35–37
NOCN. See National Open College Network
Non-standard students, 3–4, 32
Non-traditional students, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154
Non-vocational education, 22–23
Northern College, 20–21
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA), 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted), 59
Office for Students (OfS), 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual), 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs), 6, 18, 28, 51–52
Open University, 23
Partnership, 18
Pedagogy, 16–18, 147
access pedagogy, current qualification impact on, 57–70
developmental, 150–152
Policy context, for AHED development, 48–49
Polytechnics from local authority control, removal of, 33
Postgraduate education access
Access to HE and, 127–128
current thinking about transition, 123–127
by mature students, 128–137
widening access, 121–123
Practitioner’s story, 103–104
Private training provider, access to HE programmes delivered by, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
Academic Integrity
, 83–84
Access Agreements
, 95–96
Access and Participation Plans
, 95–96
Access Course Recognition Group (ACRG)
, 28–30
Access courses
, 1–2
Access education, definition of
, 148–150
Access Qualification Development Group (AQDG)
, 54
Access Recognition and Licensing Committee (ARLC)
, 35–36
Access to HE (AHE)
, 2, 4, 6–7
call for access courses
, 22–26
definition of
, 26–27
discourses of derision
, 30–33
early access courses
, 19–22, 24
Higher Education: Meeting the Challenge
, 27–28
marginal approach
, 17–19
national recognition
, 28–30
‘practice-led’ policy development
, 26–27
radical approach
, 16–19
widening participation and marketisation
, 34–38
Access to HE Diploma (AHED)
, xi–xii, 2, 2–3, 4, 6–7, 7, 47, 47–48, 48, 48
access pedagogy and student progression, current qualification impact on
, 57–70
AVAs, role of
, 51–52
funding
, 56–57
grading
, 52–56
policy context
, 48–49
QAA, role of
, 49–51
2018
, 100–103
Access Validating Agencies (AVAs)
, 2, 6, 28, 33, 35–36, 47–48, 49–50, 99–101, 105
role of
, 51–52
ACRG. See Access Course Recognition Group
Action research
, 107
Adult education
, 19–21
Advanced Learner Loan
, 7, 57, 106
Advanced Learning Loan
, 50, 153–154
AEB. See Associated Examinations Board (AEB)
Agored Cymru
, 49–50
AHE. See Access to HE
AHED. See Access to HE Diploma
‘A’ level
, 3–5, 10, 11, 15–16, 48, 55–56, 60, 71, 100–102, 123–125, 151–152
Alive and Kicking: Perspectives on Access Education
, xi
AQDG. See Access Qualification Development Group
ARLC. See Access Recognition and Licensing Committee
Ascentis
, 6, 51–52
Assessment approach
, 94–95
Associated Examinations Board (AEB)
, 30
Authorised Validating Agencies
, 28
AVAs. See Access Validating Agencies
BERA. See British Education Research Association
Bespoke access program
approaches to teaching and assessment
, 94–95
demographics of access students
, 86–90
development of
, 78–80
information, advice and guidance
, 80–81
learning
, 81–84
motivation of access students
, 90–94
perceptions about access students
, 80
student voice
, 84–86
British Education Research Association (BERA)
, xi
BTEC
, 100–101
Call for access courses, 22–26
Career counselling, 19–20
Certa, 6, 51–52
City Lit, 19–20
Class size, 82–83
CNAA. See Council for National Academic Awards
Collaboration, 18, 23, 30–31
Common Inspection Framework, 59
Community of practice, 94–95
Compulsory education, 2–3, 148–149
Compulsory schooling, 1
Confidence, 129–131
Council for National Academic Awards (CNAA), 28–31
Council of Vice Chancellors and Principals (CVCP), 28
Credits, 18–19, 33, 78–79
Cultural acclimatisation, 23–25
Cultural capital, 17, 121
Current qualification impact, on access pedagogy and student progression, 57–70
grading and teaching, 57–61
grading impact on student progression, 65–68
QAA, role of, 68–70
skills, valuation of, 61–65
Curriculum, 15–17, 19–20, 26–27, 100–101, 102–103, 105
CVCP. See Council of Vice Chancellors and Principals
Demographics of access students, 86–90
Department for Education and Science (DES), 23–25
Derision, discourses of, 3–4, 30–33
DES. See Department for Education and Science
Developmental pedagogy, 150–152
DfES, 38
DfESa, 38
Dimensions of Trust exercise, 107–108, 109, 110, 111–112, 114
Early access courses, 19–22, 24
ECDL. See European Computer Driving Licence
Economic impact, on students, 63–64
Edge Hill University, 77–78
Educational ghetto, 31–32
Education and Skills Funding Agency, 49–50
Education and Training Foundation (ETF), 8, 99–100
Emotional impact, on students, 63–64
Empowerment, 18
Equality, 36
Equal Opportunities Commission, 20–21
ETF. See Education and Training Foundation
European Computer Driving Licence (ECDL), 83–84
European Universities Charter on Lifelong Learning
, 128
European University Association, 128
Extrinsic motivation, 91
FAST. See Forum for Access Studies
FE. See Further education
Federations, role of, 18–19
First year in higher education (FYHE), 123–125
Forum for Access Studies (FAST), 32
Fresh Horizons
, 19–20
Fresh Start courses, 20–21, 22
Funding, 56–57, 78–79, 153–154
Funding the Relationship: Report on the Relationship between Higher Education and Further Education
, 34–35
Further education (FE), 2
Further Education Funding Council, 34–35
Future of Higher Education, The
, 38
FYHE. See First year in higher education
GCE. See General Certificate of Education examination
GCSE, 4–5, 100–101
General Certificate of Education (GCE) examination, 22–23
Glasgow School of Art, xi
Grade polishing, 64
Grading, 52–56, 151
current process description, 55–56
current qualification, impact of, 57–61
impact on student progression, 65–68
implementation of, 54–55
Hayek, Friedrich, 103–104
HE European Social Fund (HE ESF), 78–79
HEFCE. See Higher Education Funding Council for England
HEIs. See Higher education institutions
Her Majesty’s Inspectorate, 30–31
HESA. See Higher Education Statistics Agency
Higher Education: Meeting the Challenge
, 27–28, 77–78
Higher Education Funding Council for England (HEFCE), 49–50
Higher education institutions (HEIs), 77–78, 80, 103, 123–125, 155
Higher Education Statistics Agency (HESA), 49–50
Humour, 130–131
IAG. See Information, advice and guidance
Imposter syndrome, 129–130
Incorporation from local authority control, removal of, 33
Information, advice and guidance (IAG), 80–81
Inspection frameworks, 37–38
Inspection regimes, 153–154
Interpellation, 93–94
Intrinsic motivation, 91
JMB. See Joint Matriculation Board (JMB)
Joint Matriculation Board (JMB), 30
Journal of Access Studies
, 15–16, 32, 155
Kennedy, Helena, 34–35
Kennedy Report, 34–36
Keynes, John Maynard, 103–104
Learndirect
, 80–81
Learning Age: A Renaissance for a New Britain, The
, 36, 150
Learning to Succeed
, 36
Learning Works
, 35–36
LEAs. See Local Education Authorities
Leeds Local Education Authority, 20–21
Lesbian, gay, bisexual and transgender (LGBT) groups, 50
LGBT. See Lesbian, gay, bisexual and transgender groups
Liminal space, working in, 152–153
Lindop Committee, 31–32
Local Education Authorities (LEAs), 26
Lost Honour of Katharina Blum, The
, 103–104
Marginal approach to Access to HE, 17–19
Marketisation, 34–38
Mature students, postgraduate education access by, 128–137
Access to HE, importance of, 133–135
confidence and self-doubt, 129–131
diversity of student group, 131–133
identity as artists, 135–137
Mistrust, discourses of, 30–31
Monitoring, 147, 150–152
Moodle
, 82, 83–84
Motivation of access students, 90–94
National Advisory body for Local Authority Higher Education, 32
National Open College Network (NOCN), 18–19, 36
National recognition of Access to HE, 28–30
Neoliberalism, 153
New Labour, 35–37
NOCN. See National Open College Network
Non-standard students, 3–4, 32
Non-traditional students, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154
Non-vocational education, 22–23
Northern College, 20–21
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA), 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted), 59
Office for Students (OfS), 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual), 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs), 6, 18, 28, 51–52
Open University, 23
Partnership, 18
Pedagogy, 16–18, 147
access pedagogy, current qualification impact on, 57–70
developmental, 150–152
Policy context, for AHED development, 48–49
Polytechnics from local authority control, removal of, 33
Postgraduate education access
Access to HE and, 127–128
current thinking about transition, 123–127
by mature students, 128–137
widening access, 121–123
Practitioner’s story, 103–104
Private training provider, access to HE programmes delivered by, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
Call for access courses
, 22–26
Career counselling
, 19–20
Certa
, 6, 51–52
City Lit
, 19–20
Class size
, 82–83
CNAA. See Council for National Academic Awards
Collaboration
, 18, 23, 30–31
Common Inspection Framework
, 59
Community of practice
, 94–95
Compulsory education
, 2–3, 148–149
Compulsory schooling
, 1
Confidence
, 129–131
Council for National Academic Awards (CNAA)
, 28–31
Council of Vice Chancellors and Principals (CVCP)
, 28
Credits
, 18–19, 33, 78–79
Cultural acclimatisation
, 23–25
Cultural capital
, 17, 121
Current qualification impact, on access pedagogy and student progression
, 57–70
grading and teaching
, 57–61
grading impact on student progression
, 65–68
QAA, role of
, 68–70
skills, valuation of
, 61–65
Curriculum
, 15–17, 19–20, 26–27, 100–101, 102–103, 105
CVCP. See Council of Vice Chancellors and Principals
Demographics of access students
, 86–90
Department for Education and Science (DES)
, 23–25
Derision, discourses of
, 3–4, 30–33
DES. See Department for Education and Science
Developmental pedagogy
, 150–152
DfES
, 38
DfESa
, 38
Dimensions of Trust exercise
, 107–108, 109, 110, 111–112, 114
Early access courses, 19–22, 24
ECDL. See European Computer Driving Licence
Economic impact, on students, 63–64
Edge Hill University, 77–78
Educational ghetto, 31–32
Education and Skills Funding Agency, 49–50
Education and Training Foundation (ETF), 8, 99–100
Emotional impact, on students, 63–64
Empowerment, 18
Equality, 36
Equal Opportunities Commission, 20–21
ETF. See Education and Training Foundation
European Computer Driving Licence (ECDL), 83–84
European Universities Charter on Lifelong Learning
, 128
European University Association, 128
Extrinsic motivation, 91
FAST. See Forum for Access Studies
FE. See Further education
Federations, role of, 18–19
First year in higher education (FYHE), 123–125
Forum for Access Studies (FAST), 32
Fresh Horizons
, 19–20
Fresh Start courses, 20–21, 22
Funding, 56–57, 78–79, 153–154
Funding the Relationship: Report on the Relationship between Higher Education and Further Education
, 34–35
Further education (FE), 2
Further Education Funding Council, 34–35
Future of Higher Education, The
, 38
FYHE. See First year in higher education
GCE. See General Certificate of Education examination
GCSE, 4–5, 100–101
General Certificate of Education (GCE) examination, 22–23
Glasgow School of Art, xi
Grade polishing, 64
Grading, 52–56, 151
current process description, 55–56
current qualification, impact of, 57–61
impact on student progression, 65–68
implementation of, 54–55
Hayek, Friedrich, 103–104
HE European Social Fund (HE ESF), 78–79
HEFCE. See Higher Education Funding Council for England
HEIs. See Higher education institutions
Her Majesty’s Inspectorate, 30–31
HESA. See Higher Education Statistics Agency
Higher Education: Meeting the Challenge
, 27–28, 77–78
Higher Education Funding Council for England (HEFCE), 49–50
Higher education institutions (HEIs), 77–78, 80, 103, 123–125, 155
Higher Education Statistics Agency (HESA), 49–50
Humour, 130–131
IAG. See Information, advice and guidance
Imposter syndrome, 129–130
Incorporation from local authority control, removal of, 33
Information, advice and guidance (IAG), 80–81
Inspection frameworks, 37–38
Inspection regimes, 153–154
Interpellation, 93–94
Intrinsic motivation, 91
JMB. See Joint Matriculation Board (JMB)
Joint Matriculation Board (JMB), 30
Journal of Access Studies
, 15–16, 32, 155
Kennedy, Helena, 34–35
Kennedy Report, 34–36
Keynes, John Maynard, 103–104
Learndirect
, 80–81
Learning Age: A Renaissance for a New Britain, The
, 36, 150
Learning to Succeed
, 36
Learning Works
, 35–36
LEAs. See Local Education Authorities
Leeds Local Education Authority, 20–21
Lesbian, gay, bisexual and transgender (LGBT) groups, 50
LGBT. See Lesbian, gay, bisexual and transgender groups
Liminal space, working in, 152–153
Lindop Committee, 31–32
Local Education Authorities (LEAs), 26
Lost Honour of Katharina Blum, The
, 103–104
Marginal approach to Access to HE, 17–19
Marketisation, 34–38
Mature students, postgraduate education access by, 128–137
Access to HE, importance of, 133–135
confidence and self-doubt, 129–131
diversity of student group, 131–133
identity as artists, 135–137
Mistrust, discourses of, 30–31
Monitoring, 147, 150–152
Moodle
, 82, 83–84
Motivation of access students, 90–94
National Advisory body for Local Authority Higher Education, 32
National Open College Network (NOCN), 18–19, 36
National recognition of Access to HE, 28–30
Neoliberalism, 153
New Labour, 35–37
NOCN. See National Open College Network
Non-standard students, 3–4, 32
Non-traditional students, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154
Non-vocational education, 22–23
Northern College, 20–21
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA), 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted), 59
Office for Students (OfS), 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual), 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs), 6, 18, 28, 51–52
Open University, 23
Partnership, 18
Pedagogy, 16–18, 147
access pedagogy, current qualification impact on, 57–70
developmental, 150–152
Policy context, for AHED development, 48–49
Polytechnics from local authority control, removal of, 33
Postgraduate education access
Access to HE and, 127–128
current thinking about transition, 123–127
by mature students, 128–137
widening access, 121–123
Practitioner’s story, 103–104
Private training provider, access to HE programmes delivered by, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
Early access courses
, 19–22, 24
ECDL. See European Computer Driving Licence
Economic impact, on students
, 63–64
Edge Hill University
, 77–78
Educational ghetto
, 31–32
Education and Skills Funding Agency
, 49–50
Education and Training Foundation (ETF)
, 8, 99–100
Emotional impact, on students
, 63–64
Empowerment
, 18
Equality
, 36
Equal Opportunities Commission
, 20–21
ETF. See Education and Training Foundation
European Computer Driving Licence (ECDL)
, 83–84
European Universities Charter on Lifelong Learning
, 128
European University Association
, 128
Extrinsic motivation
, 91
FAST. See Forum for Access Studies
FE. See Further education
Federations, role of
, 18–19
First year in higher education (FYHE)
, 123–125
Forum for Access Studies (FAST)
, 32
Fresh Horizons
, 19–20
Fresh Start courses
, 20–21, 22
Funding
, 56–57, 78–79, 153–154
Funding the Relationship: Report on the Relationship between Higher Education and Further Education
, 34–35
Further education (FE)
, 2
Further Education Funding Council
, 34–35
Future of Higher Education, The
, 38
FYHE. See First year in higher education
GCE. See General Certificate of Education examination
GCSE, 4–5, 100–101
General Certificate of Education (GCE) examination, 22–23
Glasgow School of Art, xi
Grade polishing, 64
Grading, 52–56, 151
current process description, 55–56
current qualification, impact of, 57–61
impact on student progression, 65–68
implementation of, 54–55
Hayek, Friedrich, 103–104
HE European Social Fund (HE ESF), 78–79
HEFCE. See Higher Education Funding Council for England
HEIs. See Higher education institutions
Her Majesty’s Inspectorate, 30–31
HESA. See Higher Education Statistics Agency
Higher Education: Meeting the Challenge
, 27–28, 77–78
Higher Education Funding Council for England (HEFCE), 49–50
Higher education institutions (HEIs), 77–78, 80, 103, 123–125, 155
Higher Education Statistics Agency (HESA), 49–50
Humour, 130–131
IAG. See Information, advice and guidance
Imposter syndrome, 129–130
Incorporation from local authority control, removal of, 33
Information, advice and guidance (IAG), 80–81
Inspection frameworks, 37–38
Inspection regimes, 153–154
Interpellation, 93–94
Intrinsic motivation, 91
JMB. See Joint Matriculation Board (JMB)
Joint Matriculation Board (JMB), 30
Journal of Access Studies
, 15–16, 32, 155
Kennedy, Helena, 34–35
Kennedy Report, 34–36
Keynes, John Maynard, 103–104
Learndirect
, 80–81
Learning Age: A Renaissance for a New Britain, The
, 36, 150
Learning to Succeed
, 36
Learning Works
, 35–36
LEAs. See Local Education Authorities
Leeds Local Education Authority, 20–21
Lesbian, gay, bisexual and transgender (LGBT) groups, 50
LGBT. See Lesbian, gay, bisexual and transgender groups
Liminal space, working in, 152–153
Lindop Committee, 31–32
Local Education Authorities (LEAs), 26
Lost Honour of Katharina Blum, The
, 103–104
Marginal approach to Access to HE, 17–19
Marketisation, 34–38
Mature students, postgraduate education access by, 128–137
Access to HE, importance of, 133–135
confidence and self-doubt, 129–131
diversity of student group, 131–133
identity as artists, 135–137
Mistrust, discourses of, 30–31
Monitoring, 147, 150–152
Moodle
, 82, 83–84
Motivation of access students, 90–94
National Advisory body for Local Authority Higher Education, 32
National Open College Network (NOCN), 18–19, 36
National recognition of Access to HE, 28–30
Neoliberalism, 153
New Labour, 35–37
NOCN. See National Open College Network
Non-standard students, 3–4, 32
Non-traditional students, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154
Non-vocational education, 22–23
Northern College, 20–21
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA), 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted), 59
Office for Students (OfS), 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual), 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs), 6, 18, 28, 51–52
Open University, 23
Partnership, 18
Pedagogy, 16–18, 147
access pedagogy, current qualification impact on, 57–70
developmental, 150–152
Policy context, for AHED development, 48–49
Polytechnics from local authority control, removal of, 33
Postgraduate education access
Access to HE and, 127–128
current thinking about transition, 123–127
by mature students, 128–137
widening access, 121–123
Practitioner’s story, 103–104
Private training provider, access to HE programmes delivered by, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
GCE. See General Certificate of Education examination
GCSE
, 4–5, 100–101
General Certificate of Education (GCE) examination
, 22–23
Glasgow School of Art
, xi
Grade polishing
, 64
Grading
, 52–56, 151
current process description
, 55–56
current qualification, impact of
, 57–61
impact on student progression
, 65–68
implementation of
, 54–55
Hayek, Friedrich
, 103–104
HE European Social Fund (HE ESF)
, 78–79
HEFCE. See Higher Education Funding Council for England
HEIs. See Higher education institutions
Her Majesty’s Inspectorate
, 30–31
HESA. See Higher Education Statistics Agency
Higher Education: Meeting the Challenge
, 27–28, 77–78
Higher Education Funding Council for England (HEFCE)
, 49–50
Higher education institutions (HEIs)
, 77–78, 80, 103, 123–125, 155
Higher Education Statistics Agency (HESA)
, 49–50
Humour
, 130–131
IAG. See Information, advice and guidance
Imposter syndrome, 129–130
Incorporation from local authority control, removal of, 33
Information, advice and guidance (IAG), 80–81
Inspection frameworks, 37–38
Inspection regimes, 153–154
Interpellation, 93–94
Intrinsic motivation, 91
JMB. See Joint Matriculation Board (JMB)
Joint Matriculation Board (JMB), 30
Journal of Access Studies
, 15–16, 32, 155
Kennedy, Helena, 34–35
Kennedy Report, 34–36
Keynes, John Maynard, 103–104
Learndirect
, 80–81
Learning Age: A Renaissance for a New Britain, The
, 36, 150
Learning to Succeed
, 36
Learning Works
, 35–36
LEAs. See Local Education Authorities
Leeds Local Education Authority, 20–21
Lesbian, gay, bisexual and transgender (LGBT) groups, 50
LGBT. See Lesbian, gay, bisexual and transgender groups
Liminal space, working in, 152–153
Lindop Committee, 31–32
Local Education Authorities (LEAs), 26
Lost Honour of Katharina Blum, The
, 103–104
Marginal approach to Access to HE, 17–19
Marketisation, 34–38
Mature students, postgraduate education access by, 128–137
Access to HE, importance of, 133–135
confidence and self-doubt, 129–131
diversity of student group, 131–133
identity as artists, 135–137
Mistrust, discourses of, 30–31
Monitoring, 147, 150–152
Moodle
, 82, 83–84
Motivation of access students, 90–94
National Advisory body for Local Authority Higher Education, 32
National Open College Network (NOCN), 18–19, 36
National recognition of Access to HE, 28–30
Neoliberalism, 153
New Labour, 35–37
NOCN. See National Open College Network
Non-standard students, 3–4, 32
Non-traditional students, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154
Non-vocational education, 22–23
Northern College, 20–21
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA), 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted), 59
Office for Students (OfS), 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual), 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs), 6, 18, 28, 51–52
Open University, 23
Partnership, 18
Pedagogy, 16–18, 147
access pedagogy, current qualification impact on, 57–70
developmental, 150–152
Policy context, for AHED development, 48–49
Polytechnics from local authority control, removal of, 33
Postgraduate education access
Access to HE and, 127–128
current thinking about transition, 123–127
by mature students, 128–137
widening access, 121–123
Practitioner’s story, 103–104
Private training provider, access to HE programmes delivered by, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
IAG. See Information, advice and guidance
Imposter syndrome
, 129–130
Incorporation from local authority control, removal of
, 33
Information, advice and guidance (IAG)
, 80–81
Inspection frameworks
, 37–38
Inspection regimes
, 153–154
Interpellation
, 93–94
Intrinsic motivation
, 91
JMB. See Joint Matriculation Board (JMB)
Joint Matriculation Board (JMB)
, 30
Journal of Access Studies
, 15–16, 32, 155
Kennedy, Helena, 34–35
Kennedy Report, 34–36
Keynes, John Maynard, 103–104
Learndirect
, 80–81
Learning Age: A Renaissance for a New Britain, The
, 36, 150
Learning to Succeed
, 36
Learning Works
, 35–36
LEAs. See Local Education Authorities
Leeds Local Education Authority, 20–21
Lesbian, gay, bisexual and transgender (LGBT) groups, 50
LGBT. See Lesbian, gay, bisexual and transgender groups
Liminal space, working in, 152–153
Lindop Committee, 31–32
Local Education Authorities (LEAs), 26
Lost Honour of Katharina Blum, The
, 103–104
Marginal approach to Access to HE, 17–19
Marketisation, 34–38
Mature students, postgraduate education access by, 128–137
Access to HE, importance of, 133–135
confidence and self-doubt, 129–131
diversity of student group, 131–133
identity as artists, 135–137
Mistrust, discourses of, 30–31
Monitoring, 147, 150–152
Moodle
, 82, 83–84
Motivation of access students, 90–94
National Advisory body for Local Authority Higher Education, 32
National Open College Network (NOCN), 18–19, 36
National recognition of Access to HE, 28–30
Neoliberalism, 153
New Labour, 35–37
NOCN. See National Open College Network
Non-standard students, 3–4, 32
Non-traditional students, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154
Non-vocational education, 22–23
Northern College, 20–21
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA), 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted), 59
Office for Students (OfS), 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual), 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs), 6, 18, 28, 51–52
Open University, 23
Partnership, 18
Pedagogy, 16–18, 147
access pedagogy, current qualification impact on, 57–70
developmental, 150–152
Policy context, for AHED development, 48–49
Polytechnics from local authority control, removal of, 33
Postgraduate education access
Access to HE and, 127–128
current thinking about transition, 123–127
by mature students, 128–137
widening access, 121–123
Practitioner’s story, 103–104
Private training provider, access to HE programmes delivered by, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
Kennedy, Helena
, 34–35
Kennedy Report
, 34–36
Keynes, John Maynard
, 103–104
Learndirect
, 80–81
Learning Age: A Renaissance for a New Britain, The
, 36, 150
Learning to Succeed
, 36
Learning Works
, 35–36
LEAs. See Local Education Authorities
Leeds Local Education Authority
, 20–21
Lesbian, gay, bisexual and transgender (LGBT) groups
, 50
LGBT. See Lesbian, gay, bisexual and transgender groups
Liminal space, working in
, 152–153
Lindop Committee
, 31–32
Local Education Authorities (LEAs)
, 26
Lost Honour of Katharina Blum, The
, 103–104
Marginal approach to Access to HE, 17–19
Marketisation, 34–38
Mature students, postgraduate education access by, 128–137
Access to HE, importance of, 133–135
confidence and self-doubt, 129–131
diversity of student group, 131–133
identity as artists, 135–137
Mistrust, discourses of, 30–31
Monitoring, 147, 150–152
Moodle
, 82, 83–84
Motivation of access students, 90–94
National Advisory body for Local Authority Higher Education, 32
National Open College Network (NOCN), 18–19, 36
National recognition of Access to HE, 28–30
Neoliberalism, 153
New Labour, 35–37
NOCN. See National Open College Network
Non-standard students, 3–4, 32
Non-traditional students, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154
Non-vocational education, 22–23
Northern College, 20–21
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA), 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted), 59
Office for Students (OfS), 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual), 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs), 6, 18, 28, 51–52
Open University, 23
Partnership, 18
Pedagogy, 16–18, 147
access pedagogy, current qualification impact on, 57–70
developmental, 150–152
Policy context, for AHED development, 48–49
Polytechnics from local authority control, removal of, 33
Postgraduate education access
Access to HE and, 127–128
current thinking about transition, 123–127
by mature students, 128–137
widening access, 121–123
Practitioner’s story, 103–104
Private training provider, access to HE programmes delivered by, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
Marginal approach to Access to HE
, 17–19
Marketisation
, 34–38
Mature students, postgraduate education access by
, 128–137
Access to HE, importance of
, 133–135
confidence and self-doubt
, 129–131
diversity of student group
, 131–133
identity as artists
, 135–137
Mistrust, discourses of
, 30–31
Monitoring
, 147, 150–152
Moodle
, 82, 83–84
Motivation of access students
, 90–94
National Advisory body for Local Authority Higher Education
, 32
National Open College Network (NOCN)
, 18–19, 36
National recognition of Access to HE
, 28–30
Neoliberalism
, 153
New Labour
, 35–37
NOCN. See National Open College Network
Non-standard students
, 3–4, 32
Non-traditional students
, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154
Non-vocational education
, 22–23
Northern College
, 20–21
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA), 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted), 59
Office for Students (OfS), 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual), 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs), 6, 18, 28, 51–52
Open University, 23
Partnership, 18
Pedagogy, 16–18, 147
access pedagogy, current qualification impact on, 57–70
developmental, 150–152
Policy context, for AHED development, 48–49
Polytechnics from local authority control, removal of, 33
Postgraduate education access
Access to HE and, 127–128
current thinking about transition, 123–127
by mature students, 128–137
widening access, 121–123
Practitioner’s story, 103–104
Private training provider, access to HE programmes delivered by, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
OCNs. See Open College Networks
OFFA. See Office for Fair Access
Office for Fair Access (OFFA)
, 38, 95–96
Office for Standards in Education, Children’s Services and Skills (Ofsted)
, 59
Office for Students (OfS)
, 4–5, 95–96
Office of Qualifications and Examinations Regulation (Ofqual)
, 51–52
Ofqual. See Office of Qualifications and Examinations Regulation
OfS. See Office for Students
Ofsted. See Office for Standards in Education, Children’s Services and Skills
Open College Networks (OCNs)
, 6, 18, 28, 51–52
Open University
, 23
Partnership
, 18
Pedagogy
, 16–18, 147
access pedagogy, current qualification impact on
, 57–70
developmental
, 150–152
Policy context, for AHED development
, 48–49
Polytechnics from local authority control, removal of
, 33
Postgraduate education access
Access to HE and
, 127–128
current thinking about transition
, 123–127
by mature students
, 128–137
widening access
, 121–123
Practitioner’s story
, 103–104
Private training provider, access to HE programmes delivered by
, 105–106
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF), 53, 54
Quality Assurance Agency for Higher Education (QAA), xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on, 57–58, 68–70
grading, 54, 56
role of, 49–51
skills, valuation of, 62
Radical approach to Access to HE, 16–19
Radicalism, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF), 8, 99–100
Returning to education, 92
Robbins Report, 19
Royal Conservatoire of Scotland, xi
Russell Committee Report, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
QAA. See Quality Assurance Agency for Higher Education
QCF. See Qualifications and Credit Framework
Qualifications and Credit Framework (QCF)
, 53, 54
Quality Assurance Agency for Higher Education (QAA)
, xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155
access pedagogy and student progression, current qualification impact on
, 57–58, 68–70
grading
, 54, 56
role of
, 49–51
skills, valuation of
, 62
Radical approach to Access to HE
, 16–19
Radicalism
, 153
RDF. See Research Development Fellowship
Report on Access Courses 1979–1983
, 26
Research Development Fellowship (RDF)
, 8, 99–100
Returning to education
, 92
Robbins Report
, 19
Royal Conservatoire of Scotland
, xi
Russell Committee Report
, 22–25
School of Architecture, Computing and Engineering, 88–90
School of Arts and Digital Industries, 88–90
School of Business and Law, 88–90
School of Education and Communities, 88–90
School of Psychology, 88–90
School of Social Sciences, 88–90
Second-chance students, 2–3, 119–120
Self-belief, 92–94
Self-confidence, 93–94
Self-directed learning, 62
Self-doubt, 129–131
Self-esteem, 16–17
Sense of continuity, 136
Skills, valuation of, 61–65
Smith, Adam, 103–104
Social capital, 121
Social inclusion, 153
Social inequalities in education, 121–122
Social justice, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission, 121
Social Mobility Commission, 4–5
Staffing, 23–25
Standardisation, 147, 150–152
Student Finance England, 57
Student group, diversity of, 131–133
Student progression, grading impact on, 65–68
Students access, in bespoke program, 80
Student voice, in bespoke access program, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT), 8, 99–100
Survival strategy, 59
Swarthmore Centre, 20–22
Symbolic violence students, 2–3
Tacit knowledge, 123–125
Teaching
approaches to, 94–95
current qualification, impact of, 57–61
Tokenism, 25
Trade Unions, 18
Transition, 122–123
current thinking about, 123–127
Transition-as-becoming, 125–126, 127, 134–135, 138
Transition-as-development, 123–125
Trust, characteristics of, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018, 100–103
findings, 109–111
focus group findings, 111–115
method, 106–109
practitioner’s story, 103–104
private training provider, access to HE programmes delivered by, 105–106
rationale for the project, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
School of Architecture, Computing and Engineering
, 88–90
School of Arts and Digital Industries
, 88–90
School of Business and Law
, 88–90
School of Education and Communities
, 88–90
School of Psychology
, 88–90
School of Social Sciences
, 88–90
Second-chance students
, 2–3, 119–120
Self-belief
, 92–94
Self-confidence
, 93–94
Self-directed learning
, 62
Self-doubt
, 129–131
Self-esteem
, 16–17
Sense of continuity
, 136
Skills, valuation of
, 61–65
Smith, Adam
, 103–104
Social capital
, 121
Social inclusion
, 153
Social inequalities in education
, 121–122
Social justice
, 1–2, 22, 36, 153
Social Mobility and Child Poverty Commission
, 121
Social Mobility Commission
, 4–5
Staffing
, 23–25
Standardisation
, 147, 150–152
Student Finance England
, 57
Student group, diversity of
, 131–133
Student progression, grading impact on
, 65–68
Students access, in bespoke program
, 80
Student voice, in bespoke access program
, 84–86
SUNCETT. See Sunderland University Centre of Excellence in Teacher Training
Sunderland University Centre of Excellence in Teacher Training (SUNCETT)
, 8, 99–100
Survival strategy
, 59
Swarthmore Centre
, 20–22
Symbolic violence students
, 2–3
Tacit knowledge
, 123–125
Teaching
approaches to
, 94–95
current qualification, impact of
, 57–61
Tokenism
, 25
Trade Unions
, 18
Transition
, 122–123
current thinking about
, 123–127
Transition-as-becoming
, 125–126, 127, 134–135, 138
Transition-as-development
, 123–125
Trust, characteristics of
, 108–109, 110
Trust between Access to HE students and tutors
Access to HE Diploma 2018
, 100–103
findings
, 109–111
focus group findings
, 111–115
method
, 106–109
practitioner’s story
, 103–104
private training provider, access to HE programmes delivered by
, 105–106
rationale for the project
, 104–105
Turnitin
, 82
24 plus loan. See Advanced Learning Loan
UCAS. See Universities and Colleges Admissions Service
Unconventional students, 3–4
Universities and Colleges Admissions Service (UCAS), 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The, 36
University of East London, 77–78
University of Liverpool, 77–78
Virtual learning environment (VLE), 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
UCAS. See Universities and Colleges Admissions Service
Unconventional students
, 3–4
Universities and Colleges Admissions Service (UCAS)
, 5–6, 36, 49–50, 54, 60, 66, 105, 114
tariff points
, 55–56, 62–63, 66, 67–68, 71, 101–102, 103
University for Industry, The
, 36
University of East London
, 77–78
University of Liverpool
, 77–78
Virtual learning environment (VLE)
, 82, 94–95
VLE. See Virtual learning environment
West Indian Community, The
, 23–25
Widening access to postgraduate study, 121–123
Widening context of access education, 153–154
Widening participation, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee, 34–35
Widening Participation in Higher Education
, 38
West Indian Community, The
, 23–25
Widening access to postgraduate study
, 121–123
Widening context of access education
, 153–154
Widening participation
, 34–38, 48, 50, 56–57, 119–120, 138–139, 150
Widening Participation Committee
, 34–35
Widening Participation in Higher Education
, 38
- Prelims
- Introduction
- Chapter 1 Access to Higher Education: from Margin to Mainstream
- Chapter 2 Access to Higher Education: Monitoring and Standardisation
- Chapter 3 Learning on a Bespoke Access Programme
- Chapter 4 The Trust between Access to Higher Education Students and Their Tutors: A Practitioner Research Project
- Chapter 5 Accessing Postgraduate Education
- Conclusions
- Index