Introduction

Publications

Research Projects

Events

Resources

Reports

EAN

Staff

Students

International Research

Evaluation of Aimhigher: Staffordshire and Stoke-on-Trent

This research will provide an exploration of the Aimhigher programme in Staffordshire and Stoke-on-Trent. The research will be carried out by a team of researchers from the Institute for Access Studies. The programme focuses on the following under-represented groups:

• those with disabilities;
• those from disadvantaged social classes;
• those whose families have no previous experience of HE (i.e. those whose parents did not go to university:
• those from black and minority ethnic groups.

The key aim of the evaluation is to draw together information from the individual projects to explore the impact of the programme at a regional level.

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April 2005, the researchers are locating and cataloguing all and any relevant evidence, to include both published and unpublished material, including evaluation studies.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.

More details.

The Institute for Access Studies (IAS) at Staffordshire University, was commissioned by Aimhigher in Lincolnshire and Rutland to evaluate the peer mentoring initiative (Study Buddies), funded through the programme and operating in a number of schools within the area. The scheme has been in operation since 2004/5 when two schools were involved. In 2005/6 the number of participating schools rose to 13. The aim of the scheme is to involve older students in the mentoring of young pupils in specific subjects such as maths. However this basic premise has been adapted within individual schools and the operation may vary from school to school.

The purpose of the evaluation is two-fold: to explore the operation of the scheme, and offer suggestions for improving its implementation and effectiveness. In addition there is a summative element, which examines the extent to which the initiative is meeting its own objectives and how it compares to other sub-regional programmes.

The Institute was also asked to evaluate a Robot Competition involving Lincolnshire schools, also funded by Aimhigher, in which teams of young people were involved in desgining and building robots which were then entered into a competion at an end of project event. The aim of the competition was to raise the awarenes of young people in relation to engineering opportunities and, primarily, encourage females to consider going into engineering.

The research was completed in August 2006.

Peer Mentoring report (pdf document)

Robot Competion report (pdf document)

As part of an Aimhigher initiative, STARS was led by Staffordshire University in collaboration with Keele University and five local further education colleges: Leek, Newcastle-under-Lyme, Rodbaston, Stafford, and Stoke-on-Trent. The stated aim of the project was ‘to reach the socially disadvantaged and provide further support and outreach programmes and build on good practice’.

This second report of the Staffordshire Access Regional Scheme (STARS), prepared by the Institute for Access Studies, Staffordshire University, examines the STARS project during the year 2004/5. This report includes an evaluation of data drawn from a survey of pupils attending eighteen schools across Staffordshire that are involved in the scheme and from a survey of teaching staff within the same schools.

In October 2005, researchers at the Institute for Access Studies were commissioned by Youth Act Stoke-on-Trent to undertake an evaluation of the Youth Act programme thus far. Given the short timescale in relation to the evaluation, the research focused on gathering the perspectives of those involved in the Youth Act programme. This has helped the researchers to identify questions that the evaluation did not have the opportunity to fully address. The feedback provided in the researchers' report is of a formative nature and will be useful for the ongoing development of the Youth Act programme.

a research project in partnership with The Open University (OU) and The Workers' Education Association (WEA)

The focus of the research was on under-represented groups who are studying part-time in the initial stages of entry to adult, further and higher education. The research explored their motives for study, progress on course, retention and progress. In addition it looked at the changes that learning brought to their lives. The aim was to show how students view progress and the barriers they face to participation beyond their first course. The research was carried out in partnership with the Open University and the WEA.

The Open University research focused on the experience of students who had studied Openings courses in Staffordshire as well as students taking courses leading to an Early Years Diploma in Birmingham. This experience was compared with that of Staffordshire University's Partnership Programme which involves work with a large consortium of further education colleges, and work undertaken within the WEA's extensive links with networks and community organsations, trade unions and local authorities.

More details of this research.

New Earswick Community Art and Research Initiative - promoting community dialogue and facilitating intergenerational understandings through community arts

The New Earswick Community Art and Research Initiative was a ten-month research and community development project conducted by researchers at Staffordshire University to promote community dialogue in the village of New Earswick, York. The researchers collaborated with the community art organisation 'Letting in the Light' to work with a small cross-section of New Earswick residents, with the aim of facilitating improved inter-generational communication and understanding.

Researchers found that:

• Community arts initiatives can provide a strong focus for participants, and organising an end-of-project event (such as a local exhibition of arts products to present issues raised) can provide a useful platform whereby intergenerational interaction can take place.
• There may be resources within the community (such as schools, sports clubs and community buildings) that can play a much stronger role in the development of community projects.
• The creativity generated by an arts initiative and the connections activated through existing networks can help to overcome the dangers of 'participation fatigue', which is commonly experienced by communities who are 'over familiar' with the efforts of a variety of agencies to engage their participation.
  

This is a small research project undertaken with project workers on the Aimhigher programme in Lincolnshire and Rutland. Young people who have chosen to leave full time education were interviewed to discuss the way in which they have chosen their post-16 progression routes. The impact of the area in which they live upon their decision-making was also explored.

The Institute for Access Studies carried out a research project funded by the Learning and Skills Research Centre (part of the Learning and Skills Development Agency) to investigate the role of learning brokers in building bridges between learners and all types of learning. The term 'learning broker' is used in this context to refer to individuals and organisations that act as intermediaries to motivate and support adults (post-16) to become involved in learning, and help them to succeed. The research, which included examples drawn from outside the education sector, involved brokers working in both formal and informal settings and had a particular focus on hard to reach groups. The aim of the research was to develop understanding of the differing patterns of interaction between (potential) learners, brokers and learning providers in different contexts, identifying effective approaches to brokering in relation to specific groups and communities.

The project examined brokerage in the workplace and within the community. Types of individual and organisations included, for example, trade union learning representatives, voluntary organisations, faith groups and arts, sports and leisure projects. The research was divided into three phases, the first of which was based upon an open invitation to those with learning broker experience or knowledge to contribute to the research via a short questionnaire, and to nominate examples of learning brokerage within the UK. This consultation then informed a further two research phases, the first of which incorporated a number of case studies selected from the nominations received during phase 1 of the research. The selection included examples of brokerage in the workplace, the community, rural and urban areas, and those working with specific hard to reach groups or neighbourhoods. The final phase involved action research partnerships with learning brokers in which strategies for successful brokerages were developed. Each phase also included a participative conference to enable stakeholders to discuss the findings and inform the research process. The final conference was held in May 2005.

More information

International Comparative Study, 2001-2003

Issues of retention, progression and completion in higher education by disadvantaged student groups are being examined in this international research project. 

Read more about this research.

Falling Down Ladders and Charming Snakes: the meanings and implications of young working class student drop out from HE: an international participative study

The Institute for Access Studies (IAS), Staffordshire University was funded by The Joseph Rowntree Foundation, under their Ladders out of Poverty Programme, for a major research project on young working class student drop out from universities. The Joseph Rowntree Foundation is the largest independent funder of social science research in the country. Its priority is promoting knowledge-based change by supporting high quality research. In the words of its founder, it seeks to "search out the underlying causes of weakness or evil in the community, rather than remedying their more superficial manifestations." Its goal is nothing less than to "change the face" of society.

More information.

Details about the Stoke 'jury day' on Friday 16 May 2003

See details of the report 'From Life Crisis to Lifelong Learning' which was the outcome of this research project.

This research has been carried out to support work by the HE Academy concerning academic teaching staff views on accommodating cultural and religious diversity in university teaching. The research aimed to provide a student response to issues raised and has involved students of national, ethnic and religious backgrounds deemed to part-reflect diversity in UK higher education.

Universities UK launched a project to identify a range of effective approaches by student services in retaining students in Higher Education. The project considered the most effective ways of ensuring access to services, particularly for those students at risk of non-completion. The research was funded by the DfES and carried out by the Institute for Access Studies (IAS) at Staffordshire University. The DfES’ interest in this area was highlighted early last year by Baroness Blackstone, who pointed to the need for welfare and other pastoral services to reach out to students from disadvantaged backgrounds. Acknowledging that there are already examples of very good work within the sector, the Baroness stressed, not only the need to universalise best practice, but to go beyond this and learn from overseas experience wherever possible.

The project focused on support services available to students for the period they are attending a higher education institution. This encompassed both academic support, welfare related support and other student services, for example, finance and student employment services. The research included a number of case studies of institutions examining both specific initiatives and overall provision, followed by further consultation with the sector to discuss guidance for good practice. The research team reported throughout the project to a steering group which includes representatives from Universities UK, SCOP, the DfES, the NUS, HEFCE, UKCOSA, and AMOSSHE.

A participative conference on ‘Student Services’ was held at Staffordshire University on 26th June 2002, where researchers at the Institute for Access Studies used the conference proceedings to consult the sector about preliminary findings.

The complete research findings are available in a report 'Student Services: Effective Approaches to Retaining Students in Higher Education'.

A downloadable copy is available here.

The Institute for Access Studies has also producing a companion publication to the Student Services Report, a Directory of Student Services Practice in HE. The directory is drawn from the response of over 100 higher education institutions to an initial request for details of practice as part of the Student Services Project. The directory provides a valuable source of contextual information about activities to support students for both practitioners and managers in institutions. Contact Carmel Dennison for a copy of the directory.

A downloadable copy is also available here - made up of three documents

Front cover

Foreword and content pages

body text

Both publications - The Student Services Report and the Directory of Student Services - are available free of charge. Request copies.

The Race for Education project used both quantitative and qualitative research methods to take a snapshot of the current climate of ‘race’ equality in education across Staffordshire and Stoke-on-Trent. The research for this project took place between May 2001 and April 2002.

The project employed tools to explore preparedness for the Race Relations (Amendment) Act 2000 (RRAA) to investigate the climate of ‘race’ equality across the Staffordshire and Stoke-on-Trent high schools and colleges that make up the sample.

The analysis of the data suggested different levels of knowledge about the Race Relations (Amendment) Act 2000.

A publication is now available. Please contact the IEPR at iepr@staffs.ac.uk if you would like to receive a copy of this report.

A number of our current research projects are concerned with the theme of retention. 

Our research team have undertaken research to investigate retention and progression issues, initially within Staffordshire University.  The research examined the perceptions of students through the use of focus groups, interviews, surveys and document analysis.

On behalf of the European Access Network the Institute followed up the progress of the 14 case studies featured in the CVCP publication From Elitism to Inclusion: Good practice in widening access to higher education (Woodrow, 1998).  This involved interviews, document review and statistical analysis. A new publication 'Social Class and Participation in Higher Eduction' was launched by UniversitiesUK on 19th March 2002 at the House of Commons.

Dr Liz Thomas, (past director) Institute for Access Studies, Staffordshire University
Professor Mantz Yorke, Centre for Higher Education Development, Liverpool John Moores University

The performance indicators for UK higher education institutions demonstrate that some institutions are achieving the dual goals of widening participation to 
students from low socio-economic groups (IIIm, IV and V) and are performing above their benchmark in terms of student progression and completion (HEFCE 2000).  This research employed a qualitative methodology in order to investigate the relevant institutional strategies underpinning this statistical data and identifies critical success factors that contribute to better rates of student retention from the specified socio-economic groups.

Research Aims and objectives
To study selected HEIs with good records in retention and in the recruitment of students from low socio-economic groups, for the purpose of identifying the factors making for their success.  More specifically, the research has the following objectives:

• To identify HEIs that are widening access to students from low socio-economic groups and exhibiting better rates of student retention than contemporary institutions
• To examine what role evaluation plays in selected institutions in relation to student retention and withdrawal within these institutions
• To investigate institutional strategies to promote completion by low income students
• To identify the critical success factors in those HEIs involved in the pilot study that contribute to above average progression and completion of students from low socio-economic groups
• To consider the extent to which the effectiveness of strategies to retain students from low socio-economic groups are evaluated
• To identify areas for further research.

The IAS completed research for the Higher Education Funding Council (HEFCE) to examine the impact of collaboration between further and higher education to widen participation. This involved a postal survey of all current partnerships funded by HEFCE. In-depth case studies were also conducted with a number of the partnerships involving both group and one-to-one interviews. The research has critically examined the processes of co-operation and the impact of collaboration, and has sought to identify and explore good practice to share with other partnerships. 

SSP is funded by the Further Education Funding Council (FEFC) and is a Strategic Partnership (as advocated by the 'Kennedy Report', 1997) aimed at widening participation in further education.  It used a model of community-based animateurs.  IAS has been involved in in-depth evaluation of this project, using a participatory action research (PAR) approach.  The research culminated in the production
of a comprehensive research report.  In addition it has been utilised in conference presentations and articles in refereed journals.

• Article on SSP in the journal 'Widening Participation and Lifelong Learning'

This scheme was run by Stoke on Trent Community Partnership and funded by the National Lottery, Staffordshire Training and Enterprise (TEC) and business partners.  It was intended to raise the aspirations and achievements of young people in North Staffordshire. It was a schools-based project targeting all Year 9 pupils (aged 13-14). It included inspirational speakers, and activities working with
professionals.  IAS has undertaken an in-depth evaluation of this project using surveys and group discussions with pupils and interviews with key players. This research has established base-line data regarding aspirations amongst young people in North Staffordshire, and has considered issues such as the impact of gender and influences on decision-making. 

Evaluation Report 1998-99 (ISBN 1897898592) was published in December 1999.
Download file
Part one of the report
Part two of the report

The second evaluation report was produced in September 2000.

In December 2000 a longitudinal study of impact and case study research examining examples of good practice was published. 
Download file

In addition, an innovative practice article was published in the journal Widening Participation and Lifelong Learning 1 (2) (print copy available only).

IAS has undertaken some small-scale research regarding the implementation of NVQs for non-teaching staff (learning support assistants and lunch time supervisors) in primary and secondary schools. The scheme is organised by Quality Learning Services (QLS), part of Staffordshire Local Education Authority (LEA).  This is an example of work-place learning.  However, the importance of organisational culture towards change has been shown to be important.  In addition to the confidential report an innovative practice has been published, and research findings have informed an academic article in Research in Post Compulsory Education.

A further piece of research was subsequently commissioned by QLS to examine the impact of this NVQ scheme on the quantity and quality of childcare services in East Staffordshire.  This involved desk research to identify baselines, surveys to assess attitudes, and some interviews with members of ethnic minorities. This scheme and our research was funded by SRB5.
Dec 2000 report
Final report

IAS evaluated the usefulness of a leaflet called 'Money Matters' to Year 13 students and their parents.  The leaflet is produced by Staffordshire Concordat to assist young people and their families in their decision making regarding entering higher education.  This has provided an opportunity to investigate young people's attitudes to the introduction of fees for higher education and the replacement of maintenance grants with student loans.  This research was funded by the Concordat.

Money Matters Report

'Preventing Disaffection in the Early Years'.  The Institute undertook preliminary research to construct base-line data for this programme.  This investigated the attitudes of school pupils aged 5-14 years (including special needs) towards learning, the world of work and ethnicity.  It also examined the requirements and attitudes of employers towards learning and skills, and ethnicity.  The overall aim of the programme is forge greater links between schools and industry, to help promote greater participation and higher aspirations, thus reducing the risk of disaffection.  The programme, and our research was funded by SRB5.

Report as a PDF file

Staffordshire University, in partnership with Keele University, was awarded HEFCE funding to develop and pilot a maths summer school for disadvantaged and underrepresented groups who need a maths qualification (equivalent to GCSE A-C or NVQ level 2) to access a higher education course.  The Institute for Access Studies has played a lead role in the monitoring and evaluation of this scheme, and the methods of evaluation were presented at the HEFCE/ Action on Access seminar “Measuring Success” in Stoke on Trent in November 2000, and an article in the journal 'Widening Participation and Lifelong Learning' has been published about the methodology.

The SPP is run by Staffordshire University, with the intention of raising awareness in schools of the opportunities within higher education, and  help break down barriers to entering H.E. SPP is in a pilot stage and IAS have evaluated both the process of implementation and the contents.  This has been achieved partially through interviews with school staff and group discussions with pupils, and secondly through the identification of models of good practice from other HEIs, which have been used to critique SPP practice.