What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe

Abstract

Over the last three decades, policy-makers have developed numerous measures, policies, projects and programs with the intention to increase the enrolment and participation of underrepresented groups, however, little is known about the ways in which such initiatives shape opportunities for potential students. Knowing which of these initiatives work and whether they are achieving their intended goals is of utmost importance for policy-makers across Europe. This paper aims to collect, document, scrutinize and critically analyze the current research literature which assesses the effectiveness of different public initiatives at Higher Education Institutions’ (HEIs) level for widening access for underrepresented groups and, at the same time, to identify gaps and make recommendations for potential further research. The 17 identified studies can be categorized based on the access measures they analyze: (1) outreach, counselling and mentoring of prospective students; (2) financial aid measures, and (3) preparatory courses and programs. The findings show that there are little research and information about the actual outcomes of most measures to increase access to HE. We found a lack of adequate, reliable and consistently collected data about the policy instruments already put to practice. Since there is no excuse for the lack of effective action towards more equitable educational systems, more evidence-based approaches will be necessary to learn from these specific access measures and move forward towards more efficient equity policies.

Review of the Education Policy to Reduce the Gender Gap in Engineering Education in Ireland

“…(1) to achieve gender equality (Clavero & Galligan, 2021;Rosa & Clavero, 2022) under the premise that a wider access to a variety of degrees for a diversity of students (in terms of gender, socioeconomic and ethnic background) will have long Proceedings of REES 2024 KLE Technological University, Hubli, India, Copyright © Sandra I. Cruz Moreno; Shannon Chance,, Review of the education policy to reduce the gender gap in engineering education in Ireland, term benefits for both the students and their societal groups (Torotcoi et al, 2020). From this approach, gender equality is an intrinsic right to be addressed.…”

Admissions to Graduate Studies: Selection Methods for Life and Natural Sciences Masters’ Programs at a European Research University

“…Most of the research on widening participation in higher education of underrepresented groups has been conducted unsurprisingly on the undergraduate level (see for example Torotcoi et al, 2020 for a review of efficiency of measures to enhance access to higher education across European countries). This is because of the crucial importance the transition from secondary school to higher education plays in providing students from underrepresented backgrounds a chance of entering the trajectory of higher education.…”

“…Admissions committees are now faced with the challenge of comparing foreign applications (from different education systems with different evaluations processes) against national students. Third, despite efforts to increase access to higher education for underrepresented groups such as first-generation students, students with disabilities, and students with migration backgrounds (Torgerson et al, 2014;Younger et al, 2018;Torotcoi et al, 2020), these groups still have less chance of accessing Higher Education Institutions (HEIs; . For these reasons, university admissions committees need valid selection methods.…”