An institutional case study of a transformative approach to access and engagement for widening participation in higher education

Abstract

The recognition that increased numbers of students from diverse backgrounds accessing higher education (HE) is juxtaposed with increased numbers of students withdrawing from their studies (Pope, Ladwa and Hayes, 2017), has highlighted an increased need to explore specific support strategies post enrolment. Such ambition has more recently been reaffirmed by the Office for Students (OfS), who have emphasised the need for new approaches pertaining to access, participation and success since being established in 2018. This paper presents an institutional case study focusing on a transformative approach to access and engagement for students in HE. The initial part of this paper provides an outline of the specific approaches adopted by the case study institution, set against a theoretical backdrop of habitus and cultural capital. The second part of this paper discusses the findings from a small-scale research project emanating from a framework method analysis on student forum records over a five year period. Results illuminated the importance of varied and engaging teaching practices, tutor accessibility and the important role that the virtual learning environment can have on supporting students and enhancing habitus and cultural capital.