Index
From Access to Engagement and Beyond
ISBN: 978-1-80382-040-8, eISBN: 978-1-80382-037-8
Publication date: 14 July 2022
This content is currently only available as a PDF
Citation
Billingham, S. (2022), "Index", From Access to Engagement and Beyond (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 169-174. https://doi.org/10.1108/978-1-80382-037-820221014
Publisher
:Emerald Publishing Limited
Copyright © 2022 Stuart Billingham. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic finishing school, 145
Academic language skills, 124
Access, 132–133
to engagement, 56, 58, 61
dropping access and participation, 133–134
story, 150
to pedagogy, 11–14
‘Access and disability’, 139
Adult learning strategies, 18–19
Aimhigher objectives, 130
Anti-racism, 10
Anti-racist classroom practice, 9
Anti-racist curriculum project, 10
Anti-racist education, 12
Anti-racist educational ideologies, 10
Anti-racist pedagogy, 9–11
Bet techniques, 140–141
Black, Asian and Minority Ethnic students (BAME students), 156
Bridge Group, 134–135
Campaign, 96
Central concern, 156
Class inequality, 7–8
Collaborative learning strategies, 26–27
‘Collective social identity’, 26–27
Combined Universities in Cornwall (CUC), 56–57, 75
Communities of interest, 23–24
Communities of practice, 18–19, 22–23, 97–98
strategic role of, 28–29
theory of, 27
Community, 24, 98
Compartmentalizing learning, 27
Constant change, 149
Contemporary approaches, 107–109
Contemporary higher education in United Kingdom, 25
Contemporary university education, 25–26
Council of Europe, 121
COVID-19 pandemic, 153–154
Cultural events, 123
Dearing Report of 1997, 151
Déjá Vu, 129–130
Digital divide, 147
Directorate for Learning Development (DLD), 39
Disability, 139
Dispositional barrier, 69
Diversity, 42–43, 110–112, 121–122, 153
Domain, 98
Education, 9, 21–22
learning community developments in, 17–18
Education First
, 92
Effective learning, 24
Embedding, 37
Employability, 114
Engagement, 108
new narrative of, 134–135
signals, 83
‘Entitlement’, 124
Equal opportunities, 8, 10
in higher education, 13–14
Equality, 121–122
Equality of opportunity, 7–9, 150–151
anti-racist pedagogy, 9–11
Equity, 121–122, 153
European Access Network (EAN), 35–37, 72–73, 91
conceptualising World Congress, 95–101
global access movement, 92–95
European Association for International Education (EAIE), 105–106
European Union, 121
Excellence Inclusive, 110
Experiential learning, 24
Flexibility of provision, 146–147
Global access movement, 92–95
Global citizenship, 115
Globalisation of higher education, 94–95
‘Great Debate’, 7–8
Green Apples
, 131
Groningen strategy, 113
Higher education (HE), 36, 49, 67–68, 105, 145, 150
from access to engagement, 56, 58, 61
learning communities and, 25
trends in young participation for most advantaged areas, 54
trends in young participation in England, 53
in United Kingdom, 20–21
wider participation in, 19–20, 50, 129
Higher Education Academy (HEA), 77–78
Higher Education Funding Council for England (HEFCE), 20, 51, 69, 108
Identity, 113
Inclusion, 42–43, 110–112, 124, 153
Inclusive sector, 147–148
Inclusivity, 147
Induction, 123
Institutional barrier, 36, 69
Integrated learning strategy, 109
Intersectionality, 157–158
Jobs, 149
Learning
journey, 109
learning society, 21–22
organization, 22–23
as transformation, 38–39
Learning communities, 17, 21–22
developments in education, 17–18
and higher education, 25
lifelong learning networks, 30–32
modularization, 25–28
strategic role of community of practice, 28–29
theory and practice of, 22–25
Learning reconsidered, 79
Lifelong learning networks (LLNs), 20–21, 25, 30, 32, 56–57, 75, 130
Lifelong learning policy, 35
Local Government Act, 150
Mainstreaming, 37
Market-related concepts, 67–68
Mastercard Foundation, 94
Modularization, 25, 27–28
of degree courses, 25–26
Multiculturalism, 10
National Association of Student Personnel Administrators (NASPA), 79
National Audit Office (NAO), 41, 49–50, 152
National Resource Centre, 18
‘New sociology of education’, 7–8
Non-deficit discourse, 37
Non-deficit widening participation, 73–74
Online learning, 147
‘Opportunities Gateway’, 40–41
Organisational Change, 124–125
Parochial thinking, 95
Participation, 132–133
dropping access and participation, 133–134
Partnerships, 37–38, 83
Pedagogy
from access to, 11–14
Anti-racist pedagogy, 9–11
Personal Change, 124–125
Plus ÇA Change, 130–133
Policy, 122–125
‘Political arithmetic’ approach, 6–8
Post-graduation employment, 115
Post-qualification admissions (PQA), 155
Practice, 98, 122, 125
Primary education, 92
Provision, flexibility of, 146–147
Quality, 110–111
Quality Assurance Agency (QAA), 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Academic finishing school
, 145
Academic language skills
, 124
Access
, 132–133
to engagement
, 56, 58, 61
dropping access and participation
, 133–134
story
, 150
to pedagogy
, 11–14
‘Access and disability’
, 139
Adult learning strategies
, 18–19
Aimhigher objectives
, 130
Anti-racism
, 10
Anti-racist classroom practice
, 9
Anti-racist curriculum project
, 10
Anti-racist education
, 12
Anti-racist educational ideologies
, 10
Anti-racist pedagogy
, 9–11
Bet techniques
, 140–141
Black, Asian and Minority Ethnic students (BAME students)
, 156
Bridge Group
, 134–135
Campaign, 96
Central concern, 156
Class inequality, 7–8
Collaborative learning strategies, 26–27
‘Collective social identity’, 26–27
Combined Universities in Cornwall (CUC), 56–57, 75
Communities of interest, 23–24
Communities of practice, 18–19, 22–23, 97–98
strategic role of, 28–29
theory of, 27
Community, 24, 98
Compartmentalizing learning, 27
Constant change, 149
Contemporary approaches, 107–109
Contemporary higher education in United Kingdom, 25
Contemporary university education, 25–26
Council of Europe, 121
COVID-19 pandemic, 153–154
Cultural events, 123
Dearing Report of 1997, 151
Déjá Vu, 129–130
Digital divide, 147
Directorate for Learning Development (DLD), 39
Disability, 139
Dispositional barrier, 69
Diversity, 42–43, 110–112, 121–122, 153
Domain, 98
Education, 9, 21–22
learning community developments in, 17–18
Education First
, 92
Effective learning, 24
Embedding, 37
Employability, 114
Engagement, 108
new narrative of, 134–135
signals, 83
‘Entitlement’, 124
Equal opportunities, 8, 10
in higher education, 13–14
Equality, 121–122
Equality of opportunity, 7–9, 150–151
anti-racist pedagogy, 9–11
Equity, 121–122, 153
European Access Network (EAN), 35–37, 72–73, 91
conceptualising World Congress, 95–101
global access movement, 92–95
European Association for International Education (EAIE), 105–106
European Union, 121
Excellence Inclusive, 110
Experiential learning, 24
Flexibility of provision, 146–147
Global access movement, 92–95
Global citizenship, 115
Globalisation of higher education, 94–95
‘Great Debate’, 7–8
Green Apples
, 131
Groningen strategy, 113
Higher education (HE), 36, 49, 67–68, 105, 145, 150
from access to engagement, 56, 58, 61
learning communities and, 25
trends in young participation for most advantaged areas, 54
trends in young participation in England, 53
in United Kingdom, 20–21
wider participation in, 19–20, 50, 129
Higher Education Academy (HEA), 77–78
Higher Education Funding Council for England (HEFCE), 20, 51, 69, 108
Identity, 113
Inclusion, 42–43, 110–112, 124, 153
Inclusive sector, 147–148
Inclusivity, 147
Induction, 123
Institutional barrier, 36, 69
Integrated learning strategy, 109
Intersectionality, 157–158
Jobs, 149
Learning
journey, 109
learning society, 21–22
organization, 22–23
as transformation, 38–39
Learning communities, 17, 21–22
developments in education, 17–18
and higher education, 25
lifelong learning networks, 30–32
modularization, 25–28
strategic role of community of practice, 28–29
theory and practice of, 22–25
Learning reconsidered, 79
Lifelong learning networks (LLNs), 20–21, 25, 30, 32, 56–57, 75, 130
Lifelong learning policy, 35
Local Government Act, 150
Mainstreaming, 37
Market-related concepts, 67–68
Mastercard Foundation, 94
Modularization, 25, 27–28
of degree courses, 25–26
Multiculturalism, 10
National Association of Student Personnel Administrators (NASPA), 79
National Audit Office (NAO), 41, 49–50, 152
National Resource Centre, 18
‘New sociology of education’, 7–8
Non-deficit discourse, 37
Non-deficit widening participation, 73–74
Online learning, 147
‘Opportunities Gateway’, 40–41
Organisational Change, 124–125
Parochial thinking, 95
Participation, 132–133
dropping access and participation, 133–134
Partnerships, 37–38, 83
Pedagogy
from access to, 11–14
Anti-racist pedagogy, 9–11
Personal Change, 124–125
Plus ÇA Change, 130–133
Policy, 122–125
‘Political arithmetic’ approach, 6–8
Post-graduation employment, 115
Post-qualification admissions (PQA), 155
Practice, 98, 122, 125
Primary education, 92
Provision, flexibility of, 146–147
Quality, 110–111
Quality Assurance Agency (QAA), 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Campaign
, 96
Central concern
, 156
Class inequality
, 7–8
Collaborative learning strategies
, 26–27
‘Collective social identity’
, 26–27
Combined Universities in Cornwall (CUC)
, 56–57, 75
Communities of interest
, 23–24
Communities of practice
, 18–19, 22–23, 97–98
strategic role of
, 28–29
theory of
, 27
Community
, 24, 98
Compartmentalizing learning
, 27
Constant change
, 149
Contemporary approaches
, 107–109
Contemporary higher education in United Kingdom
, 25
Contemporary university education
, 25–26
Council of Europe
, 121
COVID-19 pandemic
, 153–154
Cultural events
, 123
Dearing Report of 1997
, 151
Déjá Vu
, 129–130
Digital divide
, 147
Directorate for Learning Development (DLD)
, 39
Disability
, 139
Dispositional barrier
, 69
Diversity
, 42–43, 110–112, 121–122, 153
Domain
, 98
Education, 9, 21–22
learning community developments in, 17–18
Education First
, 92
Effective learning, 24
Embedding, 37
Employability, 114
Engagement, 108
new narrative of, 134–135
signals, 83
‘Entitlement’, 124
Equal opportunities, 8, 10
in higher education, 13–14
Equality, 121–122
Equality of opportunity, 7–9, 150–151
anti-racist pedagogy, 9–11
Equity, 121–122, 153
European Access Network (EAN), 35–37, 72–73, 91
conceptualising World Congress, 95–101
global access movement, 92–95
European Association for International Education (EAIE), 105–106
European Union, 121
Excellence Inclusive, 110
Experiential learning, 24
Flexibility of provision, 146–147
Global access movement, 92–95
Global citizenship, 115
Globalisation of higher education, 94–95
‘Great Debate’, 7–8
Green Apples
, 131
Groningen strategy, 113
Higher education (HE), 36, 49, 67–68, 105, 145, 150
from access to engagement, 56, 58, 61
learning communities and, 25
trends in young participation for most advantaged areas, 54
trends in young participation in England, 53
in United Kingdom, 20–21
wider participation in, 19–20, 50, 129
Higher Education Academy (HEA), 77–78
Higher Education Funding Council for England (HEFCE), 20, 51, 69, 108
Identity, 113
Inclusion, 42–43, 110–112, 124, 153
Inclusive sector, 147–148
Inclusivity, 147
Induction, 123
Institutional barrier, 36, 69
Integrated learning strategy, 109
Intersectionality, 157–158
Jobs, 149
Learning
journey, 109
learning society, 21–22
organization, 22–23
as transformation, 38–39
Learning communities, 17, 21–22
developments in education, 17–18
and higher education, 25
lifelong learning networks, 30–32
modularization, 25–28
strategic role of community of practice, 28–29
theory and practice of, 22–25
Learning reconsidered, 79
Lifelong learning networks (LLNs), 20–21, 25, 30, 32, 56–57, 75, 130
Lifelong learning policy, 35
Local Government Act, 150
Mainstreaming, 37
Market-related concepts, 67–68
Mastercard Foundation, 94
Modularization, 25, 27–28
of degree courses, 25–26
Multiculturalism, 10
National Association of Student Personnel Administrators (NASPA), 79
National Audit Office (NAO), 41, 49–50, 152
National Resource Centre, 18
‘New sociology of education’, 7–8
Non-deficit discourse, 37
Non-deficit widening participation, 73–74
Online learning, 147
‘Opportunities Gateway’, 40–41
Organisational Change, 124–125
Parochial thinking, 95
Participation, 132–133
dropping access and participation, 133–134
Partnerships, 37–38, 83
Pedagogy
from access to, 11–14
Anti-racist pedagogy, 9–11
Personal Change, 124–125
Plus ÇA Change, 130–133
Policy, 122–125
‘Political arithmetic’ approach, 6–8
Post-graduation employment, 115
Post-qualification admissions (PQA), 155
Practice, 98, 122, 125
Primary education, 92
Provision, flexibility of, 146–147
Quality, 110–111
Quality Assurance Agency (QAA), 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Education
, 9, 21–22
learning community developments in
, 17–18
Education First
, 92
Effective learning
, 24
Embedding
, 37
Employability
, 114
Engagement
, 108
new narrative of
, 134–135
signals
, 83
‘Entitlement’
, 124
Equal opportunities
, 8, 10
in higher education
, 13–14
Equality
, 121–122
Equality of opportunity
, 7–9, 150–151
anti-racist pedagogy
, 9–11
Equity
, 121–122, 153
European Access Network (EAN)
, 35–37, 72–73, 91
conceptualising World Congress
, 95–101
global access movement
, 92–95
European Association for International Education (EAIE)
, 105–106
European Union
, 121
Excellence Inclusive
, 110
Experiential learning
, 24
Flexibility of provision
, 146–147
Global access movement, 92–95
Global citizenship, 115
Globalisation of higher education, 94–95
‘Great Debate’, 7–8
Green Apples
, 131
Groningen strategy, 113
Higher education (HE), 36, 49, 67–68, 105, 145, 150
from access to engagement, 56, 58, 61
learning communities and, 25
trends in young participation for most advantaged areas, 54
trends in young participation in England, 53
in United Kingdom, 20–21
wider participation in, 19–20, 50, 129
Higher Education Academy (HEA), 77–78
Higher Education Funding Council for England (HEFCE), 20, 51, 69, 108
Identity, 113
Inclusion, 42–43, 110–112, 124, 153
Inclusive sector, 147–148
Inclusivity, 147
Induction, 123
Institutional barrier, 36, 69
Integrated learning strategy, 109
Intersectionality, 157–158
Jobs, 149
Learning
journey, 109
learning society, 21–22
organization, 22–23
as transformation, 38–39
Learning communities, 17, 21–22
developments in education, 17–18
and higher education, 25
lifelong learning networks, 30–32
modularization, 25–28
strategic role of community of practice, 28–29
theory and practice of, 22–25
Learning reconsidered, 79
Lifelong learning networks (LLNs), 20–21, 25, 30, 32, 56–57, 75, 130
Lifelong learning policy, 35
Local Government Act, 150
Mainstreaming, 37
Market-related concepts, 67–68
Mastercard Foundation, 94
Modularization, 25, 27–28
of degree courses, 25–26
Multiculturalism, 10
National Association of Student Personnel Administrators (NASPA), 79
National Audit Office (NAO), 41, 49–50, 152
National Resource Centre, 18
‘New sociology of education’, 7–8
Non-deficit discourse, 37
Non-deficit widening participation, 73–74
Online learning, 147
‘Opportunities Gateway’, 40–41
Organisational Change, 124–125
Parochial thinking, 95
Participation, 132–133
dropping access and participation, 133–134
Partnerships, 37–38, 83
Pedagogy
from access to, 11–14
Anti-racist pedagogy, 9–11
Personal Change, 124–125
Plus ÇA Change, 130–133
Policy, 122–125
‘Political arithmetic’ approach, 6–8
Post-graduation employment, 115
Post-qualification admissions (PQA), 155
Practice, 98, 122, 125
Primary education, 92
Provision, flexibility of, 146–147
Quality, 110–111
Quality Assurance Agency (QAA), 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Global access movement
, 92–95
Global citizenship
, 115
Globalisation of higher education
, 94–95
‘Great Debate’
, 7–8
Green Apples
, 131
Groningen strategy
, 113
Higher education (HE)
, 36, 49, 67–68, 105, 145, 150
from access to engagement
, 56, 58, 61
learning communities and
, 25
trends in young participation for most advantaged areas
, 54
trends in young participation in England
, 53
in United Kingdom
, 20–21
wider participation in
, 19–20, 50, 129
Higher Education Academy (HEA)
, 77–78
Higher Education Funding Council for England (HEFCE)
, 20, 51, 69, 108
Identity, 113
Inclusion, 42–43, 110–112, 124, 153
Inclusive sector, 147–148
Inclusivity, 147
Induction, 123
Institutional barrier, 36, 69
Integrated learning strategy, 109
Intersectionality, 157–158
Jobs, 149
Learning
journey, 109
learning society, 21–22
organization, 22–23
as transformation, 38–39
Learning communities, 17, 21–22
developments in education, 17–18
and higher education, 25
lifelong learning networks, 30–32
modularization, 25–28
strategic role of community of practice, 28–29
theory and practice of, 22–25
Learning reconsidered, 79
Lifelong learning networks (LLNs), 20–21, 25, 30, 32, 56–57, 75, 130
Lifelong learning policy, 35
Local Government Act, 150
Mainstreaming, 37
Market-related concepts, 67–68
Mastercard Foundation, 94
Modularization, 25, 27–28
of degree courses, 25–26
Multiculturalism, 10
National Association of Student Personnel Administrators (NASPA), 79
National Audit Office (NAO), 41, 49–50, 152
National Resource Centre, 18
‘New sociology of education’, 7–8
Non-deficit discourse, 37
Non-deficit widening participation, 73–74
Online learning, 147
‘Opportunities Gateway’, 40–41
Organisational Change, 124–125
Parochial thinking, 95
Participation, 132–133
dropping access and participation, 133–134
Partnerships, 37–38, 83
Pedagogy
from access to, 11–14
Anti-racist pedagogy, 9–11
Personal Change, 124–125
Plus ÇA Change, 130–133
Policy, 122–125
‘Political arithmetic’ approach, 6–8
Post-graduation employment, 115
Post-qualification admissions (PQA), 155
Practice, 98, 122, 125
Primary education, 92
Provision, flexibility of, 146–147
Quality, 110–111
Quality Assurance Agency (QAA), 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Identity
, 113
Inclusion
, 42–43, 110–112, 124, 153
Inclusive sector
, 147–148
Inclusivity
, 147
Induction
, 123
Institutional barrier
, 36, 69
Integrated learning strategy
, 109
Intersectionality
, 157–158
Jobs
, 149
Learning
journey, 109
learning society, 21–22
organization, 22–23
as transformation, 38–39
Learning communities, 17, 21–22
developments in education, 17–18
and higher education, 25
lifelong learning networks, 30–32
modularization, 25–28
strategic role of community of practice, 28–29
theory and practice of, 22–25
Learning reconsidered, 79
Lifelong learning networks (LLNs), 20–21, 25, 30, 32, 56–57, 75, 130
Lifelong learning policy, 35
Local Government Act, 150
Mainstreaming, 37
Market-related concepts, 67–68
Mastercard Foundation, 94
Modularization, 25, 27–28
of degree courses, 25–26
Multiculturalism, 10
National Association of Student Personnel Administrators (NASPA), 79
National Audit Office (NAO), 41, 49–50, 152
National Resource Centre, 18
‘New sociology of education’, 7–8
Non-deficit discourse, 37
Non-deficit widening participation, 73–74
Online learning, 147
‘Opportunities Gateway’, 40–41
Organisational Change, 124–125
Parochial thinking, 95
Participation, 132–133
dropping access and participation, 133–134
Partnerships, 37–38, 83
Pedagogy
from access to, 11–14
Anti-racist pedagogy, 9–11
Personal Change, 124–125
Plus ÇA Change, 130–133
Policy, 122–125
‘Political arithmetic’ approach, 6–8
Post-graduation employment, 115
Post-qualification admissions (PQA), 155
Practice, 98, 122, 125
Primary education, 92
Provision, flexibility of, 146–147
Quality, 110–111
Quality Assurance Agency (QAA), 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Learning
journey
, 109
learning society
, 21–22
organization
, 22–23
as transformation
, 38–39
Learning communities
, 17, 21–22
developments in education
, 17–18
and higher education
, 25
lifelong learning networks
, 30–32
modularization
, 25–28
strategic role of community of practice
, 28–29
theory and practice of
, 22–25
Learning reconsidered
, 79
Lifelong learning networks (LLNs)
, 20–21, 25, 30, 32, 56–57, 75, 130
Lifelong learning policy
, 35
Local Government Act
, 150
Mainstreaming
, 37
Market-related concepts
, 67–68
Mastercard Foundation
, 94
Modularization
, 25, 27–28
of degree courses
, 25–26
Multiculturalism
, 10
National Association of Student Personnel Administrators (NASPA), 79
National Audit Office (NAO), 41, 49–50, 152
National Resource Centre, 18
‘New sociology of education’, 7–8
Non-deficit discourse, 37
Non-deficit widening participation, 73–74
Online learning, 147
‘Opportunities Gateway’, 40–41
Organisational Change, 124–125
Parochial thinking, 95
Participation, 132–133
dropping access and participation, 133–134
Partnerships, 37–38, 83
Pedagogy
from access to, 11–14
Anti-racist pedagogy, 9–11
Personal Change, 124–125
Plus ÇA Change, 130–133
Policy, 122–125
‘Political arithmetic’ approach, 6–8
Post-graduation employment, 115
Post-qualification admissions (PQA), 155
Practice, 98, 122, 125
Primary education, 92
Provision, flexibility of, 146–147
Quality, 110–111
Quality Assurance Agency (QAA), 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
National Association of Student Personnel Administrators (NASPA)
, 79
National Audit Office (NAO)
, 41, 49–50, 152
National Resource Centre
, 18
‘New sociology of education’
, 7–8
Non-deficit discourse
, 37
Non-deficit widening participation
, 73–74
Online learning
, 147
‘Opportunities Gateway’
, 40–41
Organisational Change
, 124–125
Parochial thinking, 95
Participation, 132–133
dropping access and participation, 133–134
Partnerships, 37–38, 83
Pedagogy
from access to, 11–14
Anti-racist pedagogy, 9–11
Personal Change, 124–125
Plus ÇA Change, 130–133
Policy, 122–125
‘Political arithmetic’ approach, 6–8
Post-graduation employment, 115
Post-qualification admissions (PQA), 155
Practice, 98, 122, 125
Primary education, 92
Provision, flexibility of, 146–147
Quality, 110–111
Quality Assurance Agency (QAA), 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Parochial thinking
, 95
Participation
, 132–133
dropping access and participation
, 133–134
Partnerships
, 37–38, 83
Pedagogy
from access to
, 11–14
Anti-racist pedagogy
, 9–11
Personal Change
, 124–125
Plus ÇA Change
, 130–133
Policy
, 122–125
‘Political arithmetic’ approach
, 6–8
Post-graduation employment
, 115
Post-qualification admissions (PQA)
, 155
Practice
, 98, 122, 125
Primary education
, 92
Provision, flexibility of
, 146–147
Quality
, 110–111
Quality Assurance Agency (QAA)
, 111
Racial Equality Unit (REQU), 150
Retention, 74
Robbins Report, 7–8
Secondary education, 92
Senior leadership, 68
Situational barrier, 36, 69
Social justice, 8, 67–68
Social mobility, 151
Déjá Vu, 129–130
dropping access and participation, 133–134
new narrative of engagement, 134–135
Plus ÇA Change, 130–133
wider participation in higher education, 129
Social movements, 96–97
‘Socio-geographic communities’, 23–24
Sociology of education, 7–8
Step-on, step-off approach, 146–147
Strategy for Making Excellence Inclusive, 117
Student life cycle, 74, 109
Student Retention Strategy, 37
Student success
connecting diversity, inclusion and quality, 110–111
contemporary approaches, 107–109
diversity and inclusion in more depth, 112
employability, 114
engagement, 108
evidence, 115–117
global citizenship, 115
making excellence inclusive, 109–110
post-graduation employment, 115
practice, 112–114
short case example, 106–107
transitions, 109
Student-centred interactive learning, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Racial Equality Unit (REQU)
, 150
Retention
, 74
Robbins Report
, 7–8
Secondary education
, 92
Senior leadership
, 68
Situational barrier
, 36, 69
Social justice
, 8, 67–68
Social mobility
, 151
Déjá Vu
, 129–130
dropping access and participation
, 133–134
new narrative of engagement
, 134–135
Plus ÇA Change
, 130–133
wider participation in higher education
, 129
Social movements
, 96–97
‘Socio-geographic communities’
, 23–24
Sociology of education
, 7–8
Step-on, step-off approach
, 146–147
Strategy for Making Excellence Inclusive
, 117
Student life cycle
, 74, 109
Student Retention Strategy
, 37
Student success
connecting diversity, inclusion and quality
, 110–111
contemporary approaches
, 107–109
diversity and inclusion in more depth
, 112
employability
, 114
engagement
, 108
evidence
, 115–117
global citizenship
, 115
making excellence inclusive
, 109–110
post-graduation employment
, 115
practice
, 112–114
short case example
, 106–107
transitions
, 109
Student-centred interactive learning
, 19
Task-oriented approach, 27
Temporary additional government funding, 132
Tertiary education, 36
Tertiary education systems in United States, 20–21
Thessaloniki model, 78–79
Transforming student experience, 42–43
Transitions, 109
UHI Millennium Institute in Scotland, 75
‘Under-represented groups’, 22
UNESCO, 121
Uni Connect, 149
United Kingdom, contemporary higher education in, 25
United Nations, 121
University Campus Suffolk (UCS), 56–57, 75
University of Central Lancashire (UCLAN), 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Task-oriented approach
, 27
Temporary additional government funding
, 132
Tertiary education
, 36
Tertiary education systems in United States
, 20–21
Thessaloniki model
, 78–79
Transforming student experience
, 42–43
Transitions
, 109
UHI Millennium Institute in Scotland
, 75
‘Under-represented groups’
, 22
UNESCO
, 121
Uni Connect
, 149
United Kingdom, contemporary higher education in
, 25
United Nations
, 121
University Campus Suffolk (UCS)
, 56–57, 75
University of Central Lancashire (UCLAN)
, 150
Widening engagement, 42, 158
Widening participation (WP), 19–20, 35, 50, 67–69, 149–150, 152
from access to participation, 71–81
aims of strategy, 74–81
designing, 80–81
flagship, 70
in higher education, 50, 129
new perspective and discourse, 74
from participation to engagement, 81–85
Wisconsin model, 20
World Access Map, 100
World Access to Higher Education Day (WAHED), 145–146
World Congress, 95–101
Worthiness, unity, numbers and commitment (WUNC), 97
Widening engagement
, 42, 158
Widening participation (WP)
, 19–20, 35, 50, 67–69, 149–150, 152
from access to participation
, 71–81
aims of strategy
, 74–81
designing
, 80–81
flagship
, 70
in higher education
, 50, 129
new perspective and discourse
, 74
from participation to engagement
, 81–85
Wisconsin model
, 20
World Access Map
, 100
World Access to Higher Education Day (WAHED)
, 145–146
World Congress
, 95–101
Worthiness, unity, numbers and commitment (WUNC)
, 97
- Prelims
- 1 Introduction
- Ethnicity and Equal Opportunity in Higher Education in the 1900s: From Access to Pedagogy
- 2 Introduction
- Learning Communities and Tertiary Education
- 3 Introduction
- Diversity, Inclusion and the Transforming Student Experience
- 4 Introduction
- From Access to Engagement
- 5 Introduction
- ‘Too Busy to Come’: What Future for Widening Participation?
- 6 Introduction
- UK Launch of the European Access Network (EAN) World Congress on Access to Post-Secondary Education
- 7 Introduction
- Supporting Student Success: Making Excellence Inclusive
- 8 Introduction
- Same but Different
- 9 Introduction
- Reflections on the Future of Social Mobility
- 10 Introduction
- Access and Disability
- 11 Introduction
- Change Is Gonna Come
- “Where Have We Been? Where Are We Going?”
- References
- Index