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dc.contributor.authorButcher, Johnen
dc.contributor.authorCorfield, Rohinien
dc.contributor.authorRose-Adams, Johnen
dc.date.accessioned2012-01-10T09:00:36Z
dc.date.available2012-01-10T09:00:36Z
dc.date.issued2012-01
dc.identifier.issn1466-6529
dc.identifier.urihttp://hdl.handle.net/10545/201189
dc.descriptionOriginal research articleen
dc.description.abstractThis article reports on institutional research at two contrasting UK universities, each with different foci in relation to widening participation (WP). The researchers sought to explore senior staff perspectives on the WP agenda at a time of unprecedented uncertainty and turmoil in the UK higher education sector. The research consisted primarily of interview data from university leaders responsible strategically for WP activity. The findings offer a nuanced narrative of the policy and practice of widening participation at two contrasting universities. Researchers found that the WP discourse itself is perceived as confused and discredited. Viewing ‘widening participation students’ as a homogenised group risks both the benefits of differentiated responses through discipline or subject areas and the benefits of more student-centred measures of success.
dc.language.isoenen
dc.publisherThe Open University/en
dc.relation.ispartofseriesVolume 13en
dc.relation.ispartofseriesSpecial Issueen
dc.subjectStrategyen
dc.subjectComparativeen
dc.subjectDisciplineen
dc.subjectLeadershipen
dc.subjectPolicyen
dc.subjectPracticeen
dc.titleContextualised approaches to widening participation: a comparative case study of two UK universitiesen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.contributor.departmentUniversity of Northamptonen
dc.contributor.departmentOpen Universityen
dc.identifier.journalWidening Participation and Lifelong Learningen
refterms.dateFOA2019-02-28T12:44:55Z
html.description.abstractThis article reports on institutional research at two contrasting UK universities, each with different foci in relation to widening participation (WP). The researchers sought to explore senior staff perspectives on the WP agenda at a time of unprecedented uncertainty and turmoil in the UK higher education sector. The research consisted primarily of interview data from university leaders responsible strategically for WP activity. The findings offer a nuanced narrative of the policy and practice of widening participation at two contrasting universities. Researchers found that the WP discourse itself is perceived as confused and discredited. Viewing ‘widening participation students’ as a homogenised group risks both the benefits of differentiated responses through discipline or subject areas and the benefits of more student-centred measures of success.


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