Participation In Higher Education Research Articles

Learning together: Widening participation research with, for and by young researchers

This innovative practice account draws on the researchers' experience of conducting the 'Young Researcher Project' commissioned by the Cumbria Collaborative Outreach Programme, 'Hello Future', which aims to widen participation in higher education. The account focuses on the lessons learned during the project that others may find valuable in conducting similar work. The project involved enabling a small group of young learners to engage in a range of qualitative research techniques including interviewing. Using a reflective process influenced by Brookfield's four lenses -self, student, peer and literature informed feedback- we explore three principles which were central to the project: facilitated participation, flexibility and responsiveness, and interprofessional collaboration. We propose that enabling the young learners to have a voice was dependent on the researchers providing structure and training even though this may, by definition, run counter to the notion of 'participatory' research. In other words, participation on the part of the young learners required support and scaffolding provided by the research team. The account highlights the pragmatism of this approach in the context of completing a project within a short timeframe and to the maximal benefit of different groups, not least the young learners who learned new skills and reported increased levels of self-confidence.

'What Is? What If? What Next?' Why institutions must urgently identify, support, and celebrate their student-parents – and imagining a world in which they do so

Students who have dependent children are 'relatively invisible in the policy and physical spaces of universities' (Moreau and Kerner, 2015: p.4), are 'ignored or only briefly mentioned' in governmental communications (Moreau, 2014: p2), and are impossible to track in terms of entrance to, performance at, or attrition rate from, higher education. There is no obligation on institutions in England and Wales to compile data on their students' family circumstances (Moreau, 2014), and as such student-parents at such institutions can remain unidentified and unsupported throughout their higher education journey. With the aim of adding urgency to the calls to take the first step in supporting student parents, this paper uses Hopkins' (Hopkins, R., 2019; 2022a) 'What is? What if? What next?' method to stimulate conversation about this overlooked cohort, and to visualise the ways in which studentparents could be supported and celebrated by their institutions if they were visible participants in higher education. The article underlines why the higher education sector should collect data on student-parents ('What is'); presents a vision of the university of the future which collects data from, and thus is able to support and celebrate, its student-parent population ('What if'); and urges higher education institutions, in the absence of a national requirement to do so, to compile data on an institutional level which in turn facilitates the retention, progression, achievement and satisfaction of this committed and motivated cohort ('What next').

Assessing the impact of regional transformative outreach activities aimed at widening university access, and participation among under-represented groups in schools

Transformative outreach activities, including study skills workshops, motivational speakers and campus visits, are common across the educational sector. However, little is known about their impact on non- traditional students' decisions regarding higher education. Designed to raise the higher education aspirations of young people in Years 9 to 13 (aged 13 – 18), the Uni Connect programme delivers outreach activities to young people in areas in England, UK, where higher education participation is much lower than expected based on attainment in national examinations taken at ages 15 and 16. This article presents the findings of a student activity survey conducted as part of the Lincolnshire Uni Connect regional evaluation. Surveys were sent to participating students between May and July 2020 to assess the impact of the outreach activities they had received during the school year. A total of 672 valid responses were received: 247 (37%) from Uni Connect students. Impact was measured against the NERUPI evaluation framework, which comprises five elements: knowing, choosing, becoming, practicing and understanding, and is designed to determine the success of widening participation initiatives. The data showed activities focusing on NERUPI outcomes 'know' and 'become' were the most effective. Findings from the study raise important questions about the choice and effectiveness of transformative activities aimed at underrepresented groups.

Influence of equity group status and entry pathway on academic outcomes in higher education

ABSTRACT Higher education participation has increased worldwide given policies devoted to widening participation for under-represented groups, including the use of alternative entry pathways to university. It is, however, unknown if students admitted via alternative pathways perform well academically. This study uses data for 81,874 students from 16 Australian universities to examine academic performance by entry pathway. Students admitted via alternative pathways generally have poorer academic scores in their first year and over their course than peers coming from secondary school, particularly those entering via vocational education. However, students from enabling programs perform better academically than secondary school entrants. Further, students from under-represented groups are outperformed academically by their more privileged counterparts, particularly Indigenous students and those from low SES and non-English speaking backgrounds. These findings reflect the need to review academic support for students from certain entry pathways and equity groups to enhance their academic success in higher education.

Understanding secondary school students’ agentic negotiation strategies in accessing higher education in Cameroon

ABSTRACT This article investigates students’ post-secondary education transition processes in Cameroon through the lens of agency. Situated in a country where the higher education participation rate is fairly low, our article explores how students agentically negotiate access to higher education within structural constraints of socio-economic status and gender. Semi-structured interviews with 25 students from two secondary schools in Yaoundé, Cameroon were conducted. The findings reveal that students enacted the four modes of reflexives (Archer, 2003) dynamically and discursively, with specific manifestations of agency relevant to gendered and classed structures in Cameroonian society. In this paper, we propose a person-centred, empowering approach to supporting students in higher education participation. We further confirm the importance of non-universal, contextually-situated employment of Archer’s (2003) typology of four reflexive modes.

Can China’s Higher Education Expansion Reduce the Educational Inequality Between Urban and Rural Areas?

ABSTRACT China’s higher education expansion policy implemented in 1999 has substantially increased higher education opportunities. This paper investigates whether rural students do benefit more from the expansion policy and achieve educational equity between urban and rural areas. Based on the four waves of nationwide micro survey data, collected in 2000, 2005, 2010 and 2015, we find that the expansion policy increases the rural-urban gap in higher education participation in the short- and medium-term, but reduces the educational inequality in the long-term. However, when we examine the impact of the expansion policy on access to elite higher education, the results show that the expansion policy is not conducive to reducing the rural-urban gap in elite higher education participation. Therefore, to achieve educational equity between rural and urban areas, compensation policies should be designed to benefit rural students.

AN ANALYSIS OF HOW "EMOTIONAL AND SOCIAL INTELLIGENCE" CAN INCREASE STUDENTS' INVOLVEMENT IN HIGHER EDUCATION

In order to sustain and improve the learning and teaching in higher education, “student involvement” has recently attracted the attention of many. There is more to engagement than involvement or participation. We encounter many issues in the classroom as higher education participants, particularly when it comes to “student engagement”. We are having trouble getting more students to participate in class. The class is being disrupted by students using their phones, not paying attention, and not participating in the conversation. Most students are also willing to take the back seats. Instead of taking an active interest in the class activities, they merely demonstrate their presence. Their attendance in the class is the only reason they are there. The main topic of this paper is how to raise student involvement. Emotional intelligence and social intelligence are the two topics that the paper will explore. In addition, advice from the students is solicited on how to enhance their participation in class so that the subject is more clearly understood. As a result, my opinions as well as the insightful criticism provided by the students will be used to analyses the article. I used a systematic, closed-ended questionnaire to get the opinions of 50 students of BCA third semester.

An evaluation of the IB career-related programme implementation in Kent, UK

ABSTRACT This study evaluates the implementation of the International Baccalaureate (IB) Career-Programme (CP) in secondary schools in Kent, United Kingdom. Launched by the IB and Kent County Council in 2012, the initiative offered students from disadvantaged areas the opportunity to participate in a programme to prepare them for future careers and/or higher education. A mixed method design was adopted to investigate the CP’s impact on student outcomes and to identify successful implementation strategies. IB examination data and schools register data from 379 CP graduates were analysed in addition to interview data and online surveys (302 current CP students from 31 schools). Analysis of the interviews and surveys with IB coordinators and teachers suggest that the CP, with its focus upon local knowledge, civic responsibility and personal growth, has successfully inspired students and teachers. Successful strategies include capacity building, dedicated leadership, and collaboration between teacher teams and schools. The results demonstrate that the CP improved participation in higher education for students in a region that historically had low participation rates. The CP should therefore be of interest to policymakers and programme implementers at the national and international level with respect to inclusion and wider participation of students from more disadvantaged backgrounds.

Towards understanding the influence of rurality on students’ access to and participation in higher education

This study examines the experiences of students from rural backgrounds in higher education in South Africa in order to foster more equitable access and participation. Edward Soja’s notion of spatial justice provides a platform for thinking about rurality and its impact on access and success in HE. Soja’s trialectical account means understanding rurality historically, spatially, and socially, and enables exploration of spatial inequalities based on the interplay between rurality and HE. Data was collected within an interpretive, qualitative, case study design through document analysis, interviews, and focus groups. The findings reveal the inequalities that students experience in HE due to their rural backgrounds and the fact that their experiences, abilities, and knowledges are neither acknowledged nor valued in the university, often by the students themselves. This study contributes to understandings of the historical, social, and spatial foundations of inequality in HE and charts future directions for policy and practice.

Towards understanding the influence of rurality on students’ access to and participation in higher education

Towards understanding the influence of rurality on students’ access to and participation in higher education

MARITAL LIFE: A CHALLENGE FOR PURSUING HIGHER EDUCATION BY WOMEN IN PAKISTAN

Misapprehensions of culture and religion are used for the early marriages of women in Pakistan, which generates few significant challenges for women to pursue their higher education. The present study identifies such challenges for married women in higher education. These challenges are relevant to women’s post-marriage lifespan in rural Pakistan. Building upon Fredrickson’s (2001) and Hobfoll’s (2001) theories focused on post marriages issues, the study has developed open-ended questions for collecting in-depth information. Therefore, 43 in-depth interviews with married women were conducted and through qualitative data analysis using NVIVO software, the study has highlighted that early marriages of girls have become a cultural norm, and education priorities of the girls are insignificant for parents to decide the marriage date. Married women pursuing education at marriage do not get any support from husbands and in-laws as the patriarchal norms prohibit women from stepping out from home. In these circumstances, women may get subject to the victim of many unlawful practices, including intimate partner violence (IPV). Thus, the present study findings imply that married women's participation in higher education is negligible due to weak legislation on women’s rights and strong illegitimate tribal practices.

New possibilities for engaging school teachers in widening participation: professional development to support student aspirations

AbstractAccess to higher education remains elusive for many young people despite substantial investment in outreach interventions, most of which target students in underrepresented equity groups. This paper explores an alternative approach to widening participation in Australia that focuses on teacher professional development to support student aspirations. We examine school teachers’ responses to a course designed to develop their conceptual understanding of aspirations and provide a framework for developing aspirations-related initiatives with their students and colleagues. The course pilot was evaluated drawing on surveys (N = 49) and interviews (N = 21). Teachers reported that they gained the following: (1) access to robust evidence of factors affecting aspirations; (2) relevant theoretical perspectives to conceptualise aspirations in new ways; and (3) insights on practical strategies with which they might nurture student pathways to higher education. To support widening participation in higher education, we argue that the scope of current outreach initiatives offered by universities must broaden to capitalise on the untapped potential of teachers.

The impact of caste and religious background on participation in higher education: evidence from Uttar Pradesh in India

The impact of caste and religious background on participation in higher education: evidence from Uttar Pradesh in India

PRIJEDLOG MODELA/OKVIRA ZA OPTIMIZACIJU UPRAVLJANJA ODNOSA SA KORISNICIMA VISOKOŠKOLSKIH USTANOVA

In the present-day environment pertaining to digitalisation, increasing competition on the market and changes in industries, the CRM as a system is an essential tool for success. The issue of CRM system application in higher education institutions is insufficiently researched, especially in the parts that should indicate a clear connection between participants in higher education and CRM in higher education institutions, and factors that decision makers should pay attention to when making decisions about CRM implementation. Therefore, the aim of the paper is to research the functionality, application and advantages of CRM in the higher education sector, and to determine the features that will facilitate effective decision-making on the implementation of CRM. As a result of the research, a proposal for a conceptual model/framework of CRM was presented. The proposal is presented for the purpose of making appropriate decisions for higher education institutions when it comes to developing their own or purchasing a ready-made CRM solution. From the scientific aspect, the paper contributes to the existing literature by providing decision makers with an insight into the structure of the CRM system, its elements, connections and functionalities, as well as a description of the model with the information they need to pay attention to when making decisions.

חוויית המעבר מעולם האקדמיה לעולם העבודה עבור בוגרי תואר עם מוגבלות

The inclusion of people with disabilities in the labor market strengthens personal development and equal participation in society. Acquiring a higher education in today's modern world increases the likelihood of integrating in the world of work. For people with disabilities, participation in the workforce is strongly dependent on obtaining a higher education. Consequently, enhancing participation in higher education is of great importance. Recognition of the importance of higher education has led to the development of support services for students with disabilities. Nevertheless, success with respect to including students with disabilities in higher education institutions has not yet yielded adequate success with respect to their transition into employment. Students with disabilities rarely acquire preparation to cope with the transition to the world of work. Therefore, the current study examined the experience of students with disabilities as they transitioned from higher education into employment. Method: The study used a qualitative-phenomenological research approach in which 15 graduates with disabilities from five different academic institutions in Israel were interviewed. The interviews were analyzed and encoded in a multi-stage analysis. Results: Analysis of transcripts revealed three main themes: (1) The meaning of the academic studies; (2) The transition into employment; (3) The participants' life journey as people with disabilities. In all three themes, interviewees stressed the development of self-determination skills, such as active conduct, assertiveness, and self-advocacy for integrating into various aspects of life. Discussion: The research findings can be used as a basis for recognizing the factors that influence the integration of graduates with disabilities into employment. A significant research finding is the importance of skills in self-determination to achieving life goals. The skills in self- determination are conceptualized as a mediator between the graduates' self-perceptions of being like everyone else and being different from the mainstream. The research emphasizes the need for intervention in academic settings to support students with disabilities in their transition from higher education into employment, with an emphasis on their development of skills in self- determination. This study raises awareness about occupational therapists' potential to contribute during academic integration and transitions to work

Educational Attainment and Childhood-Onset Type 1 Diabetes.

To quantify associations of educational outcomes with type 1 diabetes status and glycemic management (HbA1c). This was a record linkage study of schools and higher (college) education data sets linked to national diabetes audits. The population includes all Welsh children attending school between 2009 and 2016, yielding eight academic cohorts with attainment data, including 263,426 children without diabetes and 1,212 children diagnosed with type 1 diabetes. Outcomes include standardized educational attainment for those aged 16 years, higher education participation for those aged ≥18 years, and school absences among those aged 6-16 years. Comparison between children with type 1 diabetes and children without diabetes showed no strong evidence of associations for student attainment (0.001 SD, 95% CI -0.047 to 0.049, P < 0.96, n = 1,212 vs. 263,426) or higher education entry rates (odds ratio 1.067, 95% CI 0.919-1.239, P < 0.39, n = 965 vs. 217,191), despite nine more sessions of absence from school annually (P < 0.0001). However, attainment in children in the most optimal HbA1c quintile was substantially better than for children without diabetes (0.267 SD, 95% CI 0.160-0.374, P < 0.001) while being worse than for children without diabetes in the least optimal quintile (-0.395 SD, 95% CI -0.504 to -0.287, P < 0.001). Attainment did not differ by duration of "exposure" to diabetes based on age at diagnosis. Despite more school absences, diabetes diagnosis is not associated with educational attainment or entry into higher education, although attainment does vary by HbA1c level, which may be explained in part (or wholly) by unobserved shared personal, family, or socioeconomic characteristics associated with both success in education and effective glycemic self-management.

Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon

In this article we examine students’ attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey of 1,860 final-year secondary school students from Yaoundé, Cameroon, as well as supplementary interviews with 16 students. The findings show that the majority of respondents indicated a preference to continue their education after the end of secondary school and participate in some form of higher education. However, contrary to previous studies that identify gender or SES segregation in higher education participation, the findings in this study suggest that the influence of SES and gender on students’ attitudes was minimised in the later stage of secondary schooling. Among the relatively minor external influences, institutional factors surpass family influence, and fathers’ influence is stronger than that of mothers, echoing the patriarchal cultural background in Cameroon. Considering the positive attitudes revealed in this study, it is suggested that more external efforts could be made to respond to students’ optimistic attitudes and smooth their transition processes. Higher education institutions should improve their capability to enrol and accommodate more students and patriarchal culture should also be challenged to boost women’s educational opportunities.

Course characteristics influencing students’ oral participation in higher education

Many teachers strive for lively student participation in class. This field study examined aspects of learning environments in higher education with regard to their connection with students’ oral engagement. Overall, six factors that might increase or decrease oral participation were investigated: the number of teacher questions, course atmosphere, level of demand, student preparation (e.g., through homework), class size, and subject discipline. The sample consisted of 80 courses of diverse disciplines at a public university in Germany; variables were measured by trained observers as well as by the attending students. Student oral participation was indicated by the number of student questions, the number of student contributions, and an engagement rate denoting the breadth of participation in a course. Three multiple regression analyses revealed a differentiated pattern of results: Whereas the number of student questions increased with the level of demand and a positive course atmosphere, the number of contributions and the breadth of participation were both closely linked to the number of teacher questions posed, but were also influenced by student preparation, level of demand, and the teaching culture of the subject discipline. Class size did not have a significant effect on any of the three participation measures. With respect to empirical research on student participation, the study shows the necessity for a differential approach and the consideration of teachers’ interactive behaviour. Regarding the design of learning environments and the manner of teaching, three implications for practitioners are to ask questions, to be friendly, and to assign homework.

No Budge for any Nudge: Information Provision and Higher Education Application Outcomes

Despite increasing efforts to improve their access, students facing socio-economic disadvantages are still underrepresented in UK higher education. In this paper, we study whether behavioural nudging with information provision through text messages, embedded within a larger programme of widening participation activities, can be effective at increasing higher education application rates. We conducted two randomised control trials in which final year students in schools and further education colleges in areas with low higher education participation rates in the East of England region received a series of text messages that prompted thinking and/or action regarding the process of applying to higher education. We find null and statistically insignificant effects on application outcomes, suggesting that behavioural nudging in a setting where it is implemented as part of a more intensive widening participation programme is not effective at increasing higher education application rates. These results add to recent evidence regarding the potential impact of nudging in education by studying such interventions within a busy intervention space.

Yükseköğretimde Uluslararasılaşma Çalışmalarının İncelenmesi

It is a reality that higher education has recently undergone significant changes all over the world. In this sense, all segments of the population from participation in higher education has increased, and began to give place to the new technologies in education and training, and multi-disciplinary conception of Education adopted the inter student-centered egreti on my understanding has been adopted, the absolute benefit in training and teaching and research to the fore, has come into question the quality of the training, the new program is opened, the program and content of higher education were aligned close to each other and the language of instruction have come to the fore. Key Words: Education, Higher Education, Internationalization Studies