Full Description
Delivering and Evaluating Participation after Access is a timely response to the rise in discussion about how Higher Education (HE) providers support participation for disadvantaged students in HE. Chapters expand on the notion of widening participation (WP) work as being purely about getting students into HE, and considers the questions of engagement, retention, attainment and progression.
This is the first major work on the design, delivery and evaluation of student success activities by HE providers. Featuring contributions from expert practitioners in many areas of student success in the UK HE system, this edited volume presents four case studies that explore interventions to enhance success (what institutions do) and how they are evaluated for effectiveness (how institutions know if they work). The case studies offer a range of perspectives including disciplinary variations in pedagogy and practice and different evaluation approaches.
This practical, research-informed guide for HE providers that are seeking to integrate access and student success strategies across the student lifecycle, highlights a new synthesis of discourses and practices drawn from fields such as WP outreach, quality assurance and Equality, Diversity and Inclusion. Taken together they provide us with a unique take on how these policy/practice regimes have migrated into the student success space.
Contents
Chapter 1. Introduction: Delivering and Evaluating Participation after Access: Higher Education in a Marketised System; Liz Austen and Colin McCaig
Chapter 2. Policy context: The political economy of access and success in the English market; Colin McCaig
Chapter 3. Introducing the 'Access and Participation' and 'Evaluation' agenda; Naomi Clements
Chapter 4. What do institutions do to support student success?; Liz Austen
Chapter 5. How does financial support influence student success? Developing theory and evaluation; Elisabeth Moores, Liz Thomas, and Lizzy Woodfield
Chapter 6. Inclusive Curriculum Pedagogy: Addressing educational inequalities for racially and ethnically minoritised students using Phenomenon-Based Learning principles; Sally Andrews, Kate Cuthbert, and Sue Lee
Chapter 7. How do institutions evidence effectiveness via evaluation?; Liz Austen, Julian Crockford, and Colin McCaig
Chapter 8. The challenges of measuring work-readiness and evaluating an intervention to address differential outcomes: A critical analysis; Iwi-Ugiagbe-Green, Simon Massey, and Muzammal Mann
Chapter 9. An Evaluation of Dreams: Exploring the Assumption of a Participatory Evaluation of a Simulated Nursing Placement; Nathaniel Pickering, and Julian Crockford
Chapter 10. Conclusion; Colin McCaig and Liz Austen
