Widening Participation in Widening Participation in Higher Education: Higher Education:

The Benefits of DiversityThe Benefits of Diversity

Geoff HurdGeoff Hurd

OutlineOutline

Distinguish two accounts of widening participation

Compare universities by social class and ethnic minority composition

Identify the features of a widening participation university

Discuss benefits of diversity in a widening participation university

Widening participation (1)Widening participation (1)

Embedding widening participation and promoting student diversity. What can be learned from a business case approach? Shaw, J; Brain, K; Bridger, K; Foreman, J; Reid, I.Higher Education Academy 2007

2003 White Paper, ‘The Future of Higher Education’.

Widening participation (2)Widening participation (2)

The term ‘widening participation’ is used to denote activities to recruit students from the groups that HEIs have identified as under represented, and then ensure their success.

Contrast two approaches:Academic-selectiveTransformative-social justice

Percentage of young full-time first degree entrants from NS-SEC Classes 4, 5, Percentage of young full-time first degree entrants from NS-SEC Classes 4, 5, 6 and 7, 2005/066 and 7, 2005/06

The University of WolverhamptonThe University of Wolverhampton

0

10

20

30

40

50

60

70

Percentage of young full-time first degree entrants from low participation Percentage of young full-time first degree entrants from low participation neighbourhoods, 2005/06neighbourhoods, 2005/06

The University of WolverhamptonThe University of Wolverhampton

0

5

10

15

20

25

30

35

40

45

50

Percentage UK-domiciled entrants from ethnic minority groups, 2005/06Percentage UK-domiciled entrants from ethnic minority groups, 2005/06The University of WolverhamptonThe University of Wolverhampton

0%

10%

20%

30%

40%

50%

60%

70%

Black, Asian and Other Students (UK domiciled) Percentages

25.125.026.0

25.526.427.4

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

Percentage ethnic minorities among academic staff, 2005/06Percentage ethnic minorities among academic staff, 2005/06The University of WolverhamptonThe University of Wolverhampton

0%

5%

10%

15%

20%

25%

30%

35%

40%

DiversityDiversity

Diversity is about individual and group relationships. It is not only the acknowledgment and appreciation of what is different in people but the value placed on this difference.

For organisations the management of diversity within an organisation is about a culture that seeks, respects and utilises difference.(Diversity Matters - Disability Action)

Benefits (1) from HEA studyBenefits (1) from HEA study

Response to government policyMeeting Office for Fair Access Agreement

targetsRecruitment and financial stabilityEnhanced reputation Enriched social, learning and teaching

experience for staffSocial justice.

Benefits (2)Benefits (2)

CRE (2002) Guide for FE and HE on duty to promote race equality:‘create a positive atmosphere, where there is a shared commitment to value diversity and respect difference’.

USA comparison:’students who have higher levels of cross-racial interaction at university tend to report significantly larger gains made in their knowledge of an ability to accept different races and cultures..’ (Chang et al 2006)

Runnymede Community Study by Jessica Mai Sims (2007) 'Not Runnymede Community Study by Jessica Mai Sims (2007) 'Not enough understanding? Student experiences of diversity in UK enough understanding? Student experiences of diversity in UK

universities'.universities'.

Opportunity to have meaningful interaction with other students is crucial to building a university community. Lack of interaction was seen as visible signs of a divided campus community.

Groups made up of members who were visibly similar were cited as examples of segregation and possible hostility to engaging with others.

The presence of diversity on campus does not necessarily mean that students will have an improved understanding of each other or of diversity; the value of diversity is not inherent but rather appears to depend on whether it leads to greater engagement.

Tariq Modood: Multiculturalism A Civic Idea. Polity Press 2007

Diversity as a learning experienceDiversity as a challenge to institutionsHow we talk about ourselves now, what we

aim to become as a university in the future, and how persevering we are prepared to be.

Staff Recruitment

0% 10% 20% 30% 40%

2003

2004

2005

2006

BME applied BME shortlisted BME appointed

All staff All academic staff All APT&C staff All manual staff All Heads Senior APT&C staff0%

5%

10%

15%

20%

BME Staff by Type of Post

October-05 October-06

0

20

40

60

2002-03 2003-04 2004-05 2005-06

Good Degrees (1st and 2:1) Percentages

White Black, Asian or Others

In 2005/06, the proportion of Black, Asian and Other students being awarded a first or 2:1 degree was 29%, compared with a figure of 51% for white students.

Ethnicity and degree Ethnicity and degree attainment Equality Challenge attainment Equality Challenge

Unit 2007Unit 2007