HEFCE-funded Literature Review of Widening Participation
Review of widening participation research, addressing the barriers to participation in higher education
HEFCE
has instigated an independent review of the existing evidence on widening participation
in HE, with particular reference to the varied barriers faced by potential and
actual students. The review is being conducted by a team led by Professor Stephen
Gorard (Department of Educational Studies, University of York) with partners from
the Higher Education Academy based in York, and from the Institute for Access
Studies, Staffordshire University. The review will be conducted in two phases.
In Phase One, running from October 2004 to around April 2005, the researchers
are locating and cataloguing all and any relevant evidence, to include both published
and unpublished material, including evaluation studies. In Phase Two, running
from January 2005 to August 2005, the researchers will be assessing the quality
of this evidence before synthesis. The results of the review and the resources
generated by it will be made widely available from October 2005 via the HE Academy
and HEFCE websites.
The reviewers are asking anyone connected with HE, including practitioners, policy-makers and researchers to help this review to be as inclusive as possible. Please contact the researchers via the addresses given below to suggest, or preferably send copies of, important evidence that might otherwise not be located. Please look at the website for suggestions on submission in electronic and paper formats. The review has a primary focus on current and future undergraduate education in England. 'Higher Education' is interpreted as Level Four provision in any institution, whether designated HE or FE. However, evidence from other times, places, and sectors will be included where it is especially powerful or relevant. For example, evidence concerning the experiences in other home countries of the UK could be particularly significant. The researchers are particularly keen to take a lifelong view of the decision to participate in HE or not. Therefore, evidence relating to earlier life factors - such as family, peer-group and initial education - that mediate participation is very welcome. Also welcome is evidence relating to course and institution selection, barriers within HE, retention, and the impact of policies and practices to widen participation by currently under-represented groups. Evidence can be in any form, of any scale, using any method, and include previous reviews of related issues.
Press
queries should be directed to:
Stephen Gorard at sg25@york.ac.uk, (44)01904
433478
