Learning from Innovative International Research on Higher Education: How to Conceptualise Equity for Policy, Practice and Pedagogies in Higher Education

Abstract

In this article, the author draws together the diverse approaches to equity and widening participation found in the innovative international research conducted in Ghana and Tanzania by contrast with those in the ‘global North’, using the United Kingdom as a case study. In particular, the author considers the utility of equity scorecards around the theme of the three Rs – recruitment, retention and results – in the context of very diverse national and international cultures and contexts. The focus of these scorecards is on equity in terms of gender, age and socio-economic backgrounds. Using research evidence from the United Kingdom's Teaching and Learning Research Programme on fair access and widening participation in higher education, the author also draws out further conceptual considerations about equity and diversity as key to developing policies, practices and pedagogies for the future of global universities in the twenty-first century. What are the obstacles and opportunities for envisioning equitable and fair policies, practices and pedagogies for the three Rs to enable and enhance higher education for women and other socio-economically disadvantaged groups?