Do interventions enhancing students’ self‐belief and confidence effectively contribute to widening participation in higher education? A qualitative research study

Abstract

Widening participation in higher education is a key priority in the UK, aiming to address historical and multifaceted disparities where access to University has traditionally favoured more affluent backgrounds. Achieving balanced representation across socio-economic groups is essential for creating a level playing field. This requires comprehensive efforts, including targeted initiatives for improving access to education, providing financial assistance, and implementing inclusive policies. The term `widening participation´ encompasses various interventions aimed at creating a more inclusive higher education system. This study focuses on exploring the effectiveness of interventions in enhancing students’ self‐belief and confidence for widening participation in higher education, as perceived by widening participation tutors. While there is a considerable amount of literature on the perspectives of widening participation students, less attention has been given to the views of tutors. This article aims to contribute to filling a gap in recent research. A purposive sample of six independent tutors, considered experts in the field of widening participation, participated in semi-structured telephone interviews. Thematic approach was employed for data analysis, and saturation was reached by the fourth interview. Two main themes emerged: `Spectrum of self-motivation´ and `widening participation as a medium to success,´ falling under the overarching theme of `Actualisation of student potential´. Participants expressed a coherent sense of unity in acknowledging the positive impact of widening participation strategies in helping underrepresented students access higher education. However, they also recognised the structural inequalities that these students face, which can limit the effectiveness of widening participation interventions. Overall, the findings suggest that widening participation interventions play a significant role in empowering self-determined students from underrepresented groups to pursue higher education.