In this article, we argue that, if open learning seeks to (re)assert a social justice mission, issues of openness and flexibility are more critical than ever. Drawing on qualitative data from a National Union of Students Wales/Open University study, which explored, in the voices of Welsh students, the identity, motivation and barriers faced by part-time distance learners, three key findings emerged. First, the chimaera of 'choice' -for part-time distance learners whose personal circumstances prevent any other mode of study; second, the vacuity of policy assertions around 'flexibility' in HE -what personalised learning means for parttime distance learners should be contested and re-examined; third, the mantra of 'employability' -for part-time distance learners, employability is a conundrum which needs to be understood in a far more inclusively nuanced way. We conclude that the voices of part-time distance learners need to be heard by policy makers and should inform open universities' continuing efforts to enable vulnerable and marginalised learners to access HE.

No abstract

This article summarises research into the effectiveness of a distance learning doctorate in education (EdD). Drawing on an emerging literature which attempts to conceptualise professional doctorates as distinctive from the PhD, we developed a case-study approach to investigate the EdD student experience. Four themes emerge which are developed into a model of professional outcomes: professionalisation; professional change; bridging the academic/professional divide; and professional self-esteem. We argue none of these outcomes would have been achieved so effectively for these distance students without a highly structured but flexible support system.

What is URB@N? •URB@N stands for 'Undergraduate Research Bursaries at Northampton' •It is an innovative scheme developed by the university where undergraduate students are selected to work as paid researchers on a pedagogic research project alongside an academic supervisor •All projects focus on an aspect of the student experience and bursary students are actively engaged in all areas of research work including design, data collection, analysis and dissemination of findings

This article reports some of the results from an investigation into issues around inclusivity in assessment undertaken at the University of Northampton (2009Northampton ( -2010. The Assess4success research project was conducted within a framework provided by the Higher Education Academy Summit programme on inclusive learning and teaching, and sought to explore the extent to which inclusivity, (a high level commitment in the university"s access and teaching policies), was embedded in students" experiences of assessment. Drawing on internal quantitative data across the institution suggesting specific groups were more likely to struggle with summative assessment in Year 1, and qualitative data exploring sample student experiences in relation to formative assessment tasks, a series of generic recommendations to enhance the inclusivity of assessment practice both in the host institution and across the sector are offered.