The 2003 UK Government Higher Education White Paper: a critical assessment of its implications for the access and widening participation agenda

Abstract

Fair access and widening participation currently occupy a prominent position in the UK higher education agenda, but these terms remain ambiguous. In this paper we identify two prominent strands of policy in the government's approach to access and the widening of participation and contrast these with a third, more progressive perspective. The academic strand seeks to attract 'gifted and talented' young people into an unreformed higher education system. The second strand, which we term the utilitarian approach, posits a need for reform. However, this is undertaken largely to meet the requirements of employers and the economy. In contrast, a transformative approach values diversity and focuses on creating a system of higher education that does not place the burden of change upon potential entrants. This framework is used to explore some of the implications of the government's White Paper The future of higher education. First, the purpose of higher education is discussed, with particular reference to the distinction between economic and social objectives. Second, the government's view ofthe structure ofthe higher education sector is examined, by scrutinizing the notion of institutional differentiation and the role of the access regulator. We conclude that within a more differentiated higher education sector different aspects of the access discourse will become dominant in different types of institutions.

Selection methods in healthcare professions: where are we now and where next?

“…Much research in the area of widening access focuses on how best to be inclusive on the basis of merit; that is, widening access is an initiative to address social justice and offer opportunities for social mobility (Gartland 2014;Jones and Thomas 2005;Bowl and Hughes 2013;Sheeran et al 2007;Nicholson and Cleland 2015). However, there is an opportunity to view the selection of healthcare professionals in a more complete way, and to assign a different meaning to diversity.…”

Towards a typology of debt attitudes among contemporary young UK undergraduates

“…Strong concerns (e.g. Callender and Jackson 2005;Pennell and West 2005;Jones and Thomas 2005) were voiced before the introduction of tuition fee loans about the deterrent factor that they posed, especially for lower socio-economic groups. Similarly, financial support (and fear of debt) was a key 'barrier' to higher education identified by Gorard et al (2006).…”

Developing a culture of publication: a joint enterprise writing retreat

“…The construction of a tripartite -e.g. teaching, research and economic contribution functions -structure of the higher education sector has also been explored (Ainley 2003;Jones and Thomas, 2005). Inability to make adequate time and space for writing can elicit feelings of guilt and dread towards uncompleted writing projects.…”