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HE Academy Seminar Series: Access and Success for All

HE Academy Seminar Series: Access and Success for All Exploring the insights into the expectations, needs and experiences of first year undergraduate students in Education Studies through collaborative action research. D efinitions and themes:.

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HE Academy Seminar Series: Access and Success for All

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  1. HE Academy Seminar Series: Access and Success for All Exploring the insights into the expectations, needs and experiences of first year undergraduate students in Education Studies through collaborative action research

  2. Definitions and themes: Ethnicity, gender, ageand disability (Greenbank, 2006) Poor participation rates among working-class students: 13 per cent of young people from unskilled manual backgrounds compared with 70 per cent from professional families (Hayton and Paczuska, 2002) ‘the most persistent failing of the post-compulsory education system in the UK’ (Thomas, 2001, 67)

  3. System world and lifeworld Purposive sampling 25 students drawn from the Year 1 cohort of the Education Studies in Combined Honours programme (85 students) Sampling across subject combinations and extended to a representative sample of students based on gender and ethnicity Cohort analysis 2006-2009: 250 students

  4. Education Studies with WYCPF Education Studies with Art and Design Education Studies with RE Education Studies with Sports Studies Education Studies with Creative Writing Education Studies with Counselling Education Studies and Art and Design Education Studies and Drama Education Studies and English Literature Education Studies and Management Studies Education Studies and WYCPF Sports Studies and Education Studies Drama with Education Studies History with Education Studies ICT with Education Studies Management Studies with Education Studies Sports Studies with Education Studies Theology and Education Studies

  5. Purposive sample: 14 institutions None outside the West Midlands conurbation School-attached sixth forms represented in 3 institutions Entry Qualifications: A Levels (accounting for half of the applicants) BTEC Nationals (accounting for 1/3 of the sample) GNVQ CACHE Diploma National Diploma in Public services (uniformed) Access (Teaching)

  6. Point score anomalies Data sets from 3 exiting cohorts: 2006 -2009 250 students Barrow et al (2009): Top end performance at A level Sharif et al (2003): A-level grades as imperfect predictors of student success

  7. System ‘blind spots’ Family participation in HE: Parental Education Eleven candidates declaring no family history of participation in HE Six candidates declining One candidate disclosing a family history of participation in HE (white female)

  8. ‘[…] will be the first in her family to apply for a place at university. If this application is successful it will be a landmark event not only for her but for the whole family… I would not hesitate to offer a place…’ […] suffered a turbulent spell of traumas that at one point rendered him homeless…We strongly support his application.

  9. Barrow, M. Reilly, B. and Woodfield, R. (2009) ‘The Determinants of Undergraduate Degree Performance: How important is gender?’ BritishEducationalResearchJournal, 35 (4), pp 575- 597. Greenbank, P. (2006) ‘The Evolution of Government Policy on Widening Participation’, Higher Education Quarterly, 60 (2) , pp 141–166. Hayton, A. and Paczuska, A. (2002) ‘Conclusion: Is Higher Education Gladdening Our Existence?’ in A. Hayton and A. Paczuska (eds.) Access, Participation and Higher Education– Policy and Practice, London: Kogan Page. Thomas, L. (2001) Widening Participation in Post-Compulsory Education. London: Continuum Sharif, S. Gifford, L. Morris, G. and Barber, J. (2003) ‘Can We Predict Student Success (and Reduce Student Failure)?’, Pharmacy Education, 3 (2) , pp 77-86.

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