Many regional universities occupy interesting positions between hi-tech, urban employers and learners, and learners from less socially or economically advantaged (including rural) backgrounds. Many such institutions have maintained their pre-92 roots in widening participation and providing employer-focused learning, and these are driven today through the inclusion of practice-oriented learning in their teaching strategies. Such institutions have a very strong presence in regional widening participation activities, and social mobility has a major part to play in who is likely to study at them. This paper examines the balance between educational integrity and employer requirement. It focuses on examples of existing good practice within a specific institution that are designed to encourage those from non-standard academic backgrounds to achieve their potential. This is becoming particularly important with the advent of degree apprenticeships, which are likely to introduce a new demographic to higher education who might never have considered adult learning before. It also requires close collaboration with employers to ensure education provision meets the fundamental business needs within the local region.
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