Accessing and assessing appropriate widening participation data: an exploration of how data are used and by whom

ABSTRACT

When attempting to use data to inform practice and policy, the availability, accuracy and relevance of that data are paramount. This article maps the range of users interested in data relating to the UK¹ widening participation (WP) agenda. It explores some challenges associated with identifying, defining, obtaining and using data to inform decisions about targeting and monitoring WP initiatives associated with student access, achievement and progression. It considers the pragmatic and strategic response by different users of institutional WP data within the UK. We use examples from previous institutional and commissioned WP research and evaluations undertaken over the past decade to illustrate some of the tensions concerning the access and assessment of WP data. We argue that whilst the increasing interest in WP participation data and evaluative feedback is commendable, attempts to establish a causal link between WP activity and changes in student awareness, aspiration, access and achievement are not straightforward. The diversity of producers, uses and users of WP data working in different sectors and institutions produces many challenges. The paper concludes with suggestions on ways data could be improved.

KEYWORDS:

• Widening participation
• targeting
• monitoring
• evaluation
• data

Acknowledgements

We would like to thank the reviewers for their useful observations and comments on the initial draft.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Natalie Holland is Research Associate for REAP (Researching Equity, Access and Participation) based in Lancaster University’s Department of Educational Research. Her research interests relevant to this paper include the relationship between quantitative and qualitative use of data across the student life cycle, especially for mature and part-time adult learners.

Dr Ann-Marie Houghton is Director of REAP (Researching Equity, Access and Participation) based in Lancaster University’s Department of Educational Research. Her research interests include evaluation of widening access to HE initiatives, with a particular focus on the use of student data to inform inclusive curriculum design and institutional and sector-wide policy developments associated with disability.

Dr Jo Armstrong is Research Associate for REAP (Researching Equity, Access and Participation) based in Lancaster University’s Department of Educational Research. Her research includes evaluation of widening access issues using an institutional cohort study that includes consideration of intersectionality especially of gender and social class.

Claire Mashiter is Research Associate for REAP (Researching Equity, Access and Participation) based in Lancaster University’s Department of Educational Research. Her research interests include evaluation of students' volunteering and paid opportunities to contribute to widening access activities. Her PhD is exploring the social value and social capital of third-sector community groups.

Notes

1. Data requirements for England, Wales, Scotland, and N Ireland vary according to the complex remits of government and devolved administrations in the UK. Although the issues discussed in this paper predominantly relate to the English context, we argue, this does not detract from the central arguments presented regarding common and widely shared concerns relating to data collection and use by different users working within a HEI and the HE sector more broadly.

2. Aimhigher was a widening participation initiative funded by the former Department of Education and Skills working with the Higher Education Funding Council for England (HEFCE) between 2004 and 2011.