Widening access and participation in UK higher education

Tonks, David; Farr, Marc

doi:10.1108/09513540310456374

Cited by 27 publications

(10 citation statements)

References 22 publications

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“…Reaching into the community using open and distance learning formats did, on the one hand, facilitate the inclusion of disadvantaged groups within the existing bounds of the academy, but it did, on the other hand, have only mixed success in terms of reaching and including non-traditional communities (Tonks and Farr 2003).…”

Section: Introductionmentioning

confidence: 99%

Inclusion in an age of mobility

Traxler

2016

Research in Learning Technology

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Learning with mobiles in UK universities is not new and is not novel. It is, in fact, at least 10 years old, well-documented and comparable to activity in universities elsewhere in Western Europe, America and Asia Pacific. Continued and dramatic changes in the ownership, access and expectations of mobiles amongst university students and equally across UK society have suddenly propelled learning with mobiles to centre-stage as a feasible proposition but, it is now argued, only if students can bring-your-own-device. This has already catalysed discussion about authority, agency and control within university settings but the equally significant and profound implications for the inclusion agenda have not been articulated. This paper begins that process. A theoretical framework for social inclusion in this context is considered, identified and discussed. The paper reviews the progress and problems of the substantial and unique programme of mobile learning across UK higher education since 2000 in relation to its stance on inclusion, where this is apparent. These are all well-documented in academic and official sources; the paper does however also draw on the author's involvement in many of the events and initiatives. The paper raises however significant questions about this programme's meaning and direction in a world where now there is more, better, cheaper, faster, newer but different digital technology in the hands of students, potential students and everyone else than there is routinely in the educational institutions themselves. This digital technology, mobile technology, now allows learners to create, own, transform, discuss, discard, share, store and broadcast ideas, opinions, images and information, and to create and transform identities and communities. The paper argues that this epistemological revolution may mean that universities and colleges are no longer credible and authoritative gatekeepers to knowledge and its technologies and so the meaning and relevance of inclusion are much less clear. The paper proposes a new stance on inclusion.

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Section: Introductionmentioning

confidence: 99%

Inclusion in an age of mobility

Traxler

2016

Research in Learning Technology

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“…(2002) and Farr and Evans (2005)) and education (see Batey et al. (1999), Tonks and Farr (2003) and Singleton and Longley (2009)).…”

Section: Participation In Uk Higher Educationmentioning

confidence: 99%

Predicting Participation in Higher Education: A Comparative Evaluation of the Performance of Geodemographic Classifications

Brunsdon

Longley

Singleton

et al. 2010

Journal of the Royal Statistical Society Series A: Statistics in Society

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Summary. Participation in UK higher education is modelled by using Poisson regression techniques. Models using geodemographic classifications of neighbourhoods of varying levels of detail are compared with those using variables that are directly derived from the census, using a cross-validation approach. Increasing the detail of geodemographic classifiers appears to be justified in general, although the degree of improvement becomes more marginal as the level of detail is increased. The census variable approach performs comparably, although it is argued that this depends heavily on an appropriate choice of predictors. The paper concludes by discussing these results in a broader practice-oriented and pedagogic context.

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“…It is essentially an issue of social class associated with socio-economic disadvantages (Tonks and Farr, 2003;HEFCE 2006;Oduaran and Bhola, 2006). In the UK, the Higher Education Funding Council says that "the aim is to promote and provide the opportunity of successful participation in Higher Education to everyone who can benefit from it.…”

Section: Introduction: Widening Accessmentioning

confidence: 98%

Widening global access the need for a paradigm shift from excellence to responsibility in international higher education

Lenger

Schneickert

Schumacher

2011

IJMCP

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This paper analyses the issue of widening global access, i.e., increasing opportunities for people from the developing countries from the Global South to participate in international higher education. Following Bourdieu it is argued that there are class specific patterns to higher education hidden by the neoliberal postulate of excellence. Using Wallerstein's global system analysis a brief discussion of the global structure is presented. Thereafter, a normative framework is developed using the idea of inclusion and capabilities to legitimise Widening Global Access. Since the capabilities are reproduced unequally the need is for widening participation of students from the developing countries. Widening Global Access means that the comparison between students from the industrialised and developing countries cannot be done on an absolute level but rather a relative approach taking into account the unequal starting position must be applied.

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Widening access and participation in UK higher education

Cited by 27 publications

References 22 publications

Inclusion in an age of mobility

Inclusion in an age of mobility

Predicting Participation in Higher Education: A Comparative Evaluation of the Performance of Geodemographic Classifications

Widening global access the need for a paradigm shift from excellence to responsibility in international higher education

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Widening access and participation in UK higher education

Cited by 27 publications

References 22 publications

Inclusion in an age of mobility

Inclusion in an age of mobility

Predicting Participation in Higher Education: A Comparative Evaluation of the Performance of Geodemographic Classifications

Widening global access  the need for a paradigm shift from excellence to responsibility in international higher education

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Widening global access the need for a paradigm shift from excellence to responsibility in international higher education