The intermediate steps to widening university access: recognising and responding to the post-16 challenges encountered by those from under-represented backgrounds

ABSTRACT

The institutional move associated with embarking upon post-16 study is part of the learner journey taken by many young people in England, including those from widening participation (WP) backgrounds. However, it can present a challenge, although one that has received comparatively little attention from researchers, practitioners and policy makers. To understand the nature of the challenge, this article draws on the experiences of two groups of WP students: those yet to experience this move and their older counterparts who have made the transition. It is also from the same two groups that suggestions are made for how the move from school to college can be supported. The English regulator for higher education, the Office for Students, has asked universities to work more closely with schools in widening access. The evidence presented here highlights the importance of universities, and those overseeing outreach, developing strong working relations with colleges as well.

KEYWORDS:

• Widening access
• educational transitions
• learner journeys
• further education colleges

Acknowledgements

Thank you to all the students who participated in the focus groups conducted for this study, and whose insights formed such an integral part of this project. It was a privilege to listen and learn from what they had to say. Thank you also to the teaching professionals in each of the case study institutions for organising the discussion groups. Likewise, thank you to members of the Make Happen Steering Group and staff for supporting this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Collaborative Outreach Programme (NCOP)/Uni Connect.

Notes on contributors

Neil Raven

Dr Neil Raven is an independent educational consultant and researcher. He is also a visiting lecturer and senior tutor in the School of Education, University of Bristol, and has published a range of articles and papers on aspects of widening participation, evaluation planning and professional practice.