Widening Participation in
Higher Education
Professor Denise
McAlister
University of Ulster
Targets
Outcome for the Targets Group
“A prioritised list of the under represented
groups to be targeted by the Widening
Participation Regional Strategy together with a
range of time related goals for participation
rates for each group.”
Considerations and work of the group
to date have included:
 Statistical analysis of HE participation in Northern
Ireland
 Specific areas explored to date have included:
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Socio-economic classification
Deprivation
Religion
Ethnicity
Age
Disability
Geographical location of HE participation
Considerations and work of the group
to date have included:
 Rationale for targeting WP resources and activity
needs to consider:
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Targeting resources for maximum impact
Focussing on those groups where there are low rates
of HE participation
How WP activities can best work together to support
HE learner progression
Developing the monitoring and data capacity to
support the regional WP framework.
Emerging Questions and Issues
 Are there missing target groupings from the areas
listed?
 How specified do the target groupings need to be for
operational purposes?
 How important is it to frame any final numerical
targets against, for example, changing demographics
and changes in HE?
 What other factors or issues should the group
consider in its future work?
 How might success be measured?
Deirdre Gillespie
Department of Education
Aspiration and Attainment Solutions
Key Barriers to Attainment & Aspirations
Institutional
Situational Barriers
 Poor Levels of Attainment
 Literacy/Numeracy difficulties
 Peer pressure and cultural
norms
 Reluctance to leave
geographical and other
‘comfort zones’
 Physical access – rural
access /public transport
infrastructure
 Challenges for Adult Returners
(Family responsibilities,
working patterns, lack of time,
benefit entitlement)
Dispositional Barriers
 Low self-esteem
 Alienation from family
 Lack of confidence,
motivation & fear of failure
 Unstable home circumstances
 Poor past educational
experiences
 Outdated perceptions of the
educational sector
 Resistance to learning
 Attitudes related to social class
or gender roles
 No tangible rewards
 Lack of suitable role models.
Institutional Barriers
 Lack of articulated
progression routes
 Irrelevant/inflexible curriculum
 Mode of provision
 Inflexible entrance
requirements
 Meritocratic application and
admissions systems
 Intimidating facilities/buildings
 Stigmatisation
Informational Barriers
 Poor access to high quality
careers education provision
 Poor quality pre-entry
information, advice and guidance
 Lack of awareness of benefits of
further and higher education
 Lack of access to prospectus
material due to low levels of
literacy & numeracy
Financial Barriers
 Costs – direct, indirect
(transport and child-care)
 Opportunity costs of forgone
income
 Debt aversion – need to
develop financial literacy
 Limited discretionary grants
Other Barriers
 Lack of awareness of the
needs of targeted groups
 Integrated multi-agency
approach
 Employer support
Key Question
 What could help learners overcome these
barriers in order to achieve their full potential
and consider the relevant progression
opportunities?
Moving Forward
ATTAINMENT
Raising Expectations
Broadening Horizons
Level of Achievement
Clear Progression Pathways
Information, Advice & Guidance
ASPIRATION
Early Intervention
High Quality Teaching & Learning
Relevant & Affirming Curriculum
Structured Learning Support
Linking with Key Partners
Wilma Fee
Queen’s University
Belfast
Enhancing Recruitment and Selection
 Two Guiding Principles
Widening Participation is not about lowering standards
Higher Education provision Northern Ireland covers University,
University College and Regional Colleges
 Focus of Group
Evaluating Methods of Recruitment
Evaluating Methods of Selection
 Identifying Parameters for Enhancement
 Measuring Impact
CONTEXT - Infrastructure
 Swartz Report (2004)
 National Student Forum (2008)
 IUSS Select Committee Report - Students and
Universities (2009)
 Unleashing Aspirations: Report on Fair Access to the
Professions (2009)
 Role of Supporting Professionalism in Admissions
(SPA)
CONTEXT – Regional
 Is there a problem?
 If so, where does it lie?
 Solutions need to be target-focussed
 Solutions need to be measurable
Identifying Targets
 Overlap Work of Targets Group
 Assumption:
SECs 5-7
Male Protestant Youth
Disability
Adult Returners
Work-based Learners
Enhancing Recruitment
 Raising Aspirations – Targeted Activities
Queen’s
University of Ulster
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Discovering Queen’s
Step Up
 Realising Opportunities Project – HEFCE-funded
13 research intensive universities
Compact Schemes
 Texas 10%
 Role of careers, information advice and guidance
Enhancing Selection
Are there qualifications barriers?
• Statistical evidence
e.g.
14.7% progress to HE from Secondary Schools
74.2% progress to HE from Grammar Schools
 How are these to be addressed?
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Adjustment period
Contextual Data
Selection using non-cognitive processes (SATs mini interviews)
Vocational Qualifications
Qualifications and Credit Framework
APEL
Issues or Questions
1.
Widening Participation is not about lowering standards of entry. What
are the barriers for more inclusive recruitment and selection for target
groups?
2.
Are there interventions at stages not being optimized?
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d)
e)
3.
Primary
Post-Primary
Post-16
Adult Learning
Work-based learning
What should the role of employers be in supporting training and
education opportunities for progression to HE?
Issues or Questions (continued)
4.
Is there a shared view that contextual data should be adopted in the
areas of:
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Hard data supplied by DEL/DE
Soft data in applications
How does this relate to Section 75?
5.
Should alternative access routes to HE be enhanced?
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Access programmes
New routes for disengaged youth (NEET)
Foundation Degrees
Other
Should quotas be set for participation levels in HE (as in the Republic
of Ireland)?
Dr Damian O’Kane
University of Ulster
Improving Retention and Progression
Membership of Group
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Suzanne Gray
Belfast Metropolitan College
Heather Laird
Open University
Joan McCombe
St Mary’s University College
Dorothy Mclwee
North-West Regional College
Dr Damian O’Kane
University of Ulster
Professor Colin Trotman DACE, Swansea University
Paul Walsh
South-Eastern Regional
College
 DEL: Kieran Mannion; Peter Martin; Thomas Coyle
Terms of Reference
 To identify those groups who are least likely to be retained,
progress and achieve Higher Education qualifications
 To identify the possible barriers to completion among the target
groups
 To identify ways in which the target groups can be supported to
successfully complete Higher Education programmes
 To provide guidance on a regional approach to the improvement
of retention, progression and completion among the target groups
To identify those groups who are least likely to be retained,
progress and achieve Higher Education qualifications
Lower Socio-Economic Class (SEC)
Gender - Males
Disability - Likelihood increases with year of course
Age - Adult Learners
Religion – Catholics
Are there other groups/sub-groups that we should be considering?
To identify the possible barriers to completion among the target
groups (Personal, Social, Academic interaction)
Financial
Parental Education
Subject Studied – STEM Subjects higher drop-out
Qualification on Entry – Misalignment of teaching strategies
Pre-Entry preparation – inadequate info, Interest in subject
Post Entry Support – Social and Academic Integration
What barriers are there to completion among the target groups?
To identify ways in which the target groups can be supported to
successfully complete Higher Education programmes
What can Government do?
Policies
Target Setting
Funding
What can HE/FE Institutions do?
Academic & Pastoral Support
What can other stakeholders do?
Schools
Careers Service
Community Organisations
How do we improve retention and progression among the target
groups?
Post Entry Support – Social and Academic Integra
Specific Issues for Consultation
(1) Are there other groups/sub-groups that we should be considering?
(2) What barriers are there to completion among the target groups?
(3) How do we improve retention and progression among the target groups?
What can Government do?
What can HE/FE Institutions do?
What can other stakeholders do?
Widening Participation in
Higher Education
If you have any further comments
please contact the Widening
Participation team on 028 9025 7745