Widening Participation in Higher Education: The Benefits of Diversity Geoff Hurd

Outline Distinguish two accounts of widening participation Compare universities by social class and ethnic minority composition Identify the features of a widening participation university Discuss benefits of diversity in a widening participation university

Widening participation (1) Embedding widening participation and promoting student diversity. What can be learned from a business case approach? Shaw, J; Brain, K; Bridger, K; Foreman, J; Reid, I. Higher Education Academy White Paper, ‘The Future of Higher Education’.

Widening participation (2) The term ‘widening participation’ is used to denote activities to recruit students from the groups that HEIs have identified as under represented, and then ensure their success. Contrast two approaches: Academic-selective Transformative-social justice

Percentage of young full-time first degree entrants from NS-SEC Classes 4, 5, 6 and 7, 2005/06 The University of Wolverhampton

Percentage of young full-time first degree entrants from low participation neighbourhoods, 2005/06 The University of Wolverhampton

Percentage UK-domiciled entrants from ethnic minority groups, 2005/06 The University of Wolverhampton

Percentage ethnic minorities among academic staff, 2005/06 The University of Wolverhampton

Diversity Diversity is about individual and group relationships. It is not only the acknowledgment and appreciation of what is different in people but the value placed on this difference. For organisations the management of diversity within an organisation is about a culture that seeks, respects and utilises difference. (Diversity Matters - Disability Action)

Benefits (1) from HEA study Response to government policy Meeting Office for Fair Access Agreement targets Recruitment and financial stability Enhanced reputation Enriched social, learning and teaching experience for staff Social justice.

Benefits (2) CRE (2002) Guide for FE and HE on duty to promote race equality:‘create a positive atmosphere, where there is a shared commitment to value diversity and respect difference’. USA comparison:’students who have higher levels of cross-racial interaction at university tend to report significantly larger gains made in their knowledge of an ability to accept different races and cultures..’ (Chang et al 2006)

Runnymede Community Study by Jessica Mai Sims (2007) 'Not enough understanding? Student experiences of diversity in UK universities'. Opportunity to have meaningful interaction with other students is crucial to building a university community. Lack of interaction was seen as visible signs of a divided campus community. Groups made up of members who were visibly similar were cited as examples of segregation and possible hostility to engaging with others. The presence of diversity on campus does not necessarily mean that students will have an improved understanding of each other or of diversity; the value of diversity is not inherent but rather appears to depend on whether it leads to greater engagement.

Tariq Modood: Multiculturalism A Civic Idea. Polity Press 2007 Diversity as a learning experience Diversity as a challenge to institutions How we talk about ourselves now, what we aim to become as a university in the future, and how persevering we are prepared to be.

In 2005/06, the proportion of Black, Asian and Other students being awarded a first or 2:1 degree was 29%, compared with a figure of 51% for white students.

Ethnicity and degree attainment Equality Challenge Unit 2007