Why a “whack-a-mole” approach to widening participation won’t work - and what to do about it: a policy brief
Despite increasing access to higher education (HE) over the past two decades, students from disadvantaged backgrounds remain less likely to enter the most selective institutions, and less likely to achieve good outcomes. In England, providers that charge more than £6,000 a year tuition fees must hav...
| Autores principales: | , , , |
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| Formato: | Artículo |
| Lenguaje: | English |
| Publicado: |
Frontiers Media S.A.
2024-10-01
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| Colección: | Frontiers in Education |
| Materias: | |
| Acceso en línea: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1493708/full |
| _version_ | 1827050531958292480 |
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| author | Elisabeth Moores Julian Crockford Lizzy Woodfield Liz Austen |
| author_facet | Elisabeth Moores Julian Crockford Lizzy Woodfield Liz Austen |
| author_sort | Elisabeth Moores |
| collection | DOAJ |
| description | Despite increasing access to higher education (HE) over the past two decades, students from disadvantaged backgrounds remain less likely to enter the most selective institutions, and less likely to achieve good outcomes. In England, providers that charge more than £6,000 a year tuition fees must have an Access and Participation Plan (APP) approved by the Office for Students (OfS). Plans aim to improve equality in student access, success, and progression. APPs typically focus on snapshots of equality gaps, inputs over outcomes, and individual institutions over collaborative efforts. These limitations encourage a “whack-a-mole” approach, reducing effectiveness of interventions. A more nuanced approach to evaluation is needed, together with increased and organized sector-wide collaboration, and acknowledgment of the dynamic operating context. |
| first_indexed | 2025-02-18T16:02:51Z |
| format | Article |
| id | doaj.art-0b5a1c7bac6b4655a32b06f0863a5408 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2025-02-18T16:02:51Z |
| publishDate | 2024-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-0b5a1c7bac6b4655a32b06f0863a54082024-10-24T10:21:29ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-10-01910.3389/feduc.2024.14937081493708Why a “whack-a-mole” approach to widening participation won’t work - and what to do about it: a policy briefElisabeth Moores0Julian Crockford1Lizzy Woodfield2Liz Austen3College of Health and Life Sciences, Aston University, Birmingham, United KingdomStudent Engagement, Evaluation and Research, Sheffield Hallam University, Sheffield, United KingdomGovernment Relations and Policy, Aston University, Birmingham, United KingdomCollege of Social Sciences and Arts, Sheffield Hallam University, Sheffield, United KingdomDespite increasing access to higher education (HE) over the past two decades, students from disadvantaged backgrounds remain less likely to enter the most selective institutions, and less likely to achieve good outcomes. In England, providers that charge more than £6,000 a year tuition fees must have an Access and Participation Plan (APP) approved by the Office for Students (OfS). Plans aim to improve equality in student access, success, and progression. APPs typically focus on snapshots of equality gaps, inputs over outcomes, and individual institutions over collaborative efforts. These limitations encourage a “whack-a-mole” approach, reducing effectiveness of interventions. A more nuanced approach to evaluation is needed, together with increased and organized sector-wide collaboration, and acknowledgment of the dynamic operating context.https://www.frontiersin.org/articles/10.3389/feduc.2024.1493708/fullpolicywhat workswidening access and participationaccess and participation planevaluationwhole institution approach |
| spellingShingle | Elisabeth Moores Julian Crockford Lizzy Woodfield Liz Austen Why a “whack-a-mole” approach to widening participation won’t work - and what to do about it: a policy brief Frontiers in Education policy what works widening access and participation access and participation plan evaluation whole institution approach |
| title | Why a “whack-a-mole” approach to widening participation won’t work - and what to do about it: a policy brief |
| title_full | Why a “whack-a-mole” approach to widening participation won’t work - and what to do about it: a policy brief |
| title_fullStr | Why a “whack-a-mole” approach to widening participation won’t work - and what to do about it: a policy brief |
| title_full_unstemmed | Why a “whack-a-mole” approach to widening participation won’t work - and what to do about it: a policy brief |
| title_short | Why a “whack-a-mole” approach to widening participation won’t work - and what to do about it: a policy brief |
| title_sort | why a whack a mole approach to widening participation won t work and what to do about it a policy brief |
| topic | policy what works widening access and participation access and participation plan evaluation whole institution approach |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1493708/full |
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