Researching and Evaluating Widening Participation - Learning,
Teaching and Curriculum in Higher Education
Monday, 23rd March 2015: 11.00 - 16.00
SRHE, 73 Collier St, London N1 9BE
Programme
10.30
Registration
11.00
Welcome, introduction and setting the scene
Chair, Professor Jacqueline Stevenson
11.15
Equity and Social Justice in Higher Education Studies
Professor Penny-Jane Burke, University of Roehampton, University of
Newcastle, NSW
12.15
The power of the Teacher-Student Relationship
Dr Debra Cureton, University of Wolverhampton
1.15
Lunch
2.00
Students as Researchers in WP Institutions: transformations and
employability
Case Study: Dr Diana Pritchard and Dr Steve Kendall, University of
Bedfordshire, Faith Manthenga, Undergraduate, University of
Bedfordshire
2.30
Teaching for Diversity
Case Study: Anna Mountford-Zimdars, King’s College London
3.00
General discussion
3.30
Plenary: Reflections and ways forward (Tea/Coffee)
4.00
Close
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Twitter: @srhe73
Researching and Evaluating Widening Participation
Seminar 3: Learning, Teaching and Curriculum in Higher Education
Universities with Access Agreements are developing a range of initiatives to attract and retain students from
social groups currently under-represented in higher education. As a result there is an increased emphasis at both
national and institutional level on assessing the longer term impact of widening participation strategies.
This seminar series is designed to broaden the scope of current work in the area, drawing on the growing body of
academic research to inform and develop approaches to evaluation and impact assessment.
Professor Penny-Jane Burke, University of Roehampton, University of Newcastle, NSW
Equity and Social Justice in Higher Education Studies
This session will focus on qualitative research that explores questions of equity and social justice in higher
education. It will consider how qualitative methodologies might help to deepen knowledge and understanding of
the working of social inequalities and exclusion in higher education spaces. Drawing on qualitative interviews and
observations, Professor Burke will illustrate the ways that such approaches help to shed light on student
experiences of inequality, locating this in the context of policies to widen participation in higher education.
Dr Debra Cureton, University of Wolverhampton
The Power of the Teacher-Student Relationship
It is not surprising that research proposes that the quality of learning relationships between staff and students is of
utmost importance and crucial in their success (cf Cousin & Cureton, 2012, Thomas, 2012). This seminar will
present work that explores student and staff perceptions of learning relationships and the impact of these on
student success. In particular, attention will be paid to the differences in student and staff perceptions of learning
relationships, how these differences manifest and how differing expectations of each other can lead to
misunderstanding about the role each plays. In addition the characteristics that students appreciate in their
learning interactions and the impact students perceive these have on their success will be discussed. This will
include discussions about the interlocutor role a teacher may have in raising students' aspirations, their self-belief
and self-confidence. This research was delivered through the implementation of a consensus oriented
conferencing approach which has been adapted for use in research; the Consensus Oriented Research Approach
(Cureton & Cousin, 2012) which aims to educate, engage and empower students in the research process to
encourage their voice and provide a framework for students to work as partners. This approach will also be
briefly covered within the seminar.
Case Study: Dr Diana Pritchard and Dr Steve Kendall, University of Bedfordshire
Students as Researchers in WP Institutions: transformations and employability
Between June-December 2014 an initiative was piloted at the University of Bedfordshire (UoB) to support three
undergraduate students from different departments to conduct research on dimensions of sustainability. The pilot
involved collaborations between academics and staff from the Centre for Learning Excellence and the Centre for
Academic Partnerships. This presentation outlines research the students undertook and the processes involved
which included pooling expertise across subject areas, shared reflections, group discussions and collective
evaluations. We here explore the outcomes and learning derived from this pilot initiative, emphasising as much
the tangible research, communication and presentation skills they acquired, as the transformative nature of the
experience. Participation in the scheme increased the students' self-esteem and confidence and boosted their
ambitions to achieve higher academic outcomes, and post-graduation career and study options. Consistent with
the collective, action research approach adopted throughout, this presentation reflects the inputs of all those
involved and as such represents the co-production of learning through research for students, academics and
professional services in WP institutions.
Case Study: Anna Mountford-Zimdars, King’s College London
Teaching for Diversity
Wireless access password: q2wm359kdcvh
Twitter: @srhe73
It is now widely understood that students from under-represented groups experience additional challenges in their
studies because of the unspoken cultural expectations of universities. University staff can play a significant role in
fostering a richer, more diverse environment that supports students from a range of social groups. This session
shares staff experiences of the reflexive process, their subsequent changes in practice and the impact on teaching
and learning for diversity.
Wireless access password: q2wm359kdcvh
Twitter: @srhe73