The place of widening participation Anthony Hudson, iona Burnell & david murray University of East London 26th FACE Annual Conference 3-5 July, 2019, Sheffield Hallam University

outline Access to HE Diploma course New Beginnings – UEL’s Access Course Research Study Emerging Themes Questions and discussion

Access to he diploma course 1978 – Pilot preparatory courses to access HE 1988 – Recognition as a route into HE 1989 – National framework and ‘kite mark’ 1997 – Regulation and licensing by QAA 2017/18 – Progression of Access to HE learners

New beginnings – access to uel Mature Students by age: Percentage change 60% of students at UEL are mature The average age of the current cohort of New Beginnings students is 30 students aged 70 have successfully completed the New Beginnings course and earned access to UEL MillionPlus, (2018): 20

New beginnings – access to uel 10 week short course For mature applicants without formal qualifications Entry to a wide range of courses Focus on skills and personal development

New Beginnings: Students ‘mature students are more likely than the general student population to be from groups disadvantaged in higher education.’ (OfS, 2018) Parent/Carer BAME Care experienced (dis)Ability/learning differences Ex-Military People with convictions Individual differences

New beginnings – progression Progress to UG study Progress to Level 3 Refer to external course Repeat New Beginnings

New Beginnings: impact 72% of UEL students who came through New Beginnings complete their undergraduate degree with a 1st or 2:1 The BAME attainment gap is reduced by 10 points

Research study Rationale for research study Research aims Methodological approach Sampling strategy Data collection methods Data analysis

Emerging themes ‘it gives you confidence in yourself’ Many students have internalised their failure and they blame themselves for not achieving what they feel they should have at school. Pearce asserts that ‘confidence plays a crucial part in the experience of these students, and that as their confidence grows, their time management and engagement with the wider undergraduate culture improves’ (2017, p. 72).

Emerging themes I’m realising my dreams’ Some students on non-traditional routes into HE are achieving what they had dreamt of but did not previously get the opportunity to do. Smith, McAskill and Jack note that ‘Mature students can bring with them valuable life skills and experiences which can help shape both their learning style and their ability to communicate with people’ (2009, p. 111).

Emerging themes I’m a role model for my children…’ Setting the example is important for some HE students; showing their children – if I can do it so can you. Bourdieu’s theories of social reproduction and cultural capital. ‘Parents must possess cultural capital; they must invest time and effort in transmitting cultural capital to their children; and children must absorb this cultural capital and transform it into educational success’ (Jaeger 2009: 1944).

references Broadhead, S., Davies, R. and Hudson, A. (2019), Perspectives on Access to HE: Practice and Research, Bingley: Emerald Publishing Limited. Diamond, J. (1999). "Access: Year 2000 and beyond: What next?" Journal of Access and Credit Studies 1(2): 183-191. Jaeger, M.M. (2009) Equal Access but Unequal Outcomes: Cultural Capital and Educational Choice in a Meritocratic Society Social Forces 87, 4: pp1943-72. MillionPlus, The Association for Modern Universities. (2018) Forgotten Learners: building a system that works for mature students. London: Available at:www.millionplus.ac.uk/documents/Forgotten_learners_building_a_system_that_works _for_mature_students.pdf (Accessed: 12 March 2019). Office for Students (2018) Mature and Part-Time students. Available at: www.officeforstudents.org.uk/media/3da8f27a-333f-49e7-acb3- 841feda54135/topic-briefing_mature-students.pdf (Accessed: 8 May 2019). Pearce, N. (2017). Exploring the learning experiences of older mature undergraduate students. Widening Participation and Lifelong Learning, 19(1), 59-76. Smith, A., McAskill, H. and Jack, K. (2009). Developing Advanced Skills in Practice Teaching. Hampshire, UK: Palgrave Macmillan.

Questions & discussion

New Beginnings – THE Awards 2018 “It addresses many of the barriers to access experienced by mature students and has been sustained over many years. Although programmes of this nature exist in many institutions, what sets New Beginnings apart is the evidence of impact on enrolment in university courses and subsequent success” 2018 THE Awards panel

Learning on a bespoke access programme Samantha Broadhead Leeds Arts University Rosemarie Davies The Skills Company Anthony Hudson University of East London