Under-tapped potential: practitioner research as a vehicle for widening participation

Gazeley, Louise; Lofty, Fay; Longman, Penny; Squire, Ruth

doi:10.1080/0309877x.2018.1441386

Cited by 7 publications

(3 citation statements)

References 36 publications

(43 reference statements)

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“…In international literature, there is increasing interest in research focusing on access to HE, student persistence, and the graduation of historically underrepresented groups, commonly referred to as non-traditional students (Holmegaard et al, 2017). Despite the recognized global need for initiatives that aim to widen participation and increase diversity among students in HE institutions (Bowes et al, 2013), the available literature on the role of professionals supporting the continuously changing student population is limited (Gazeley et al, 2019), and there is a lack of comprehensive reviews that systematically categorize studies in this research field.…”

Section: Introductionmentioning

confidence: 99%

The role of counseling for non-traditional students in formal higher education: a scoping review

Stamou,

Tsoli,

Babalis

2024

Front. Educ.

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IntroductionSince the mid-20th century, the number of adult students enrolled in formal higher education (HE) programs has significantly increased. The profile of non-traditional students differs significantly from that of traditional students in terms of their characteristics, learning methods, obstacles and challenges, motivations for learning, and conditions for effective learning. Unlike traditional students, adult students often balance family, work, and educational responsibilities, necessitating a more nuanced approach to support and guidance. However, most HE institutions primarily serve the needs of traditional student populations, which results in limited support available to adult students. This scoping review aimed to explore and map the existing literature on the role of adult (or non-traditional) students counseling in the context of formal HE.MethodsWe focused on literature related to academic advising for non-traditional students in formal HE, restricting our search to both empirical and non-empirical articles published in peer-reviewed journals between 2010 and 2022. Employing Arksey and O’Malley’s scoping review method and the PRISMA-ScR Checklist, we searched four databases (EBSCOhost, Crossref, Semantic Scholar, and ERIC), supplemented by a manual search.ResultsOf the 1,330 articles identified and screened, 25 studies met the eligibility criteria. Our review included 17 empirical and eight non-empirical studies, with the majority conducted in the USA (21 of 25). Thematic analysis revealed five key research areas (or themes): academic advising practices, perceptions of advising, technology, and advising, advising models, and academic success. The most common research theme, advising practices for adult (undergraduate and doctoral) students, constituted 52% of the studies (n = 13).DiscussionDrawing from our analysis, we discuss current trends and future development in advising non-traditional students within formal HE settings. The added value of academic advising for adult students is explored, and any potential gaps in research literature knowledge are identified.

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Section: Introductionmentioning

confidence: 99%

The role of counseling for non-traditional students in formal higher education: a scoping review

Stamou,

Tsoli,

Babalis

2024

Front. Educ.

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“…In addition, there are workforce shortages (Lamont et al, 2020) and a dearth of evidence skills in the workforce (Orme and Powell, 2007), issues that are compounded by the complexity of undertaking research in social care (Ghate and Hood, 2019;McLaughlin, 2012). Moreover, there are few career pathways for practitioners interested in evidence work (Gazeley et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Going DEEP: an evaluation of a social pedagogy-informed approach to evidence-enriched practice in social care

Toms,

Verity,

Andrews

et al. 2024

International Journal of Social Pedagogy

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Social care workers benefit from multiple types of evidence to enhance citizen well-being, support their own well-being and improve social care services. Building capacity within social care to find, collect and use different forms of evidence is an international concern. The Developing Evidence Enriched Practice (DEEP) programme in Wales is informed by the values and aims of social pedagogy. It aspires to enhance both the generation and use of evidence in social care. To learn about what works in the programme, we conducted an evaluation based on contribution analysis that explored programme impacts between 2020 and 2023. Based on a co-produced theory of change the evaluation drew on exemplar cases, questionnaire responses, documentary evidence, process data and unsolicited feedback. There was evidence that the DEEP programme contributed to people better valuing and gaining a better understanding of different forms of evidence. Citizen voice could become more central in decision-making, and there were examples of practice, policy and research being informed by diverse evidence. Many people who attended the DEEP learning course enhanced their confidence and skills by using the DEEP approach and said that they would put their learning into practice. It was harder to evidence longer-term impacts and the sustainability of the approach. These findings suggest that there can be merit in developing capacity-building programmes informed by social pedagogy. Such programmes can be characterised as relational, holistic, practice-focused, multifaceted, contextualised and co-produced with intended beneficiaries.

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“…Particularly in the field of evaluation, there is little recognition of practice-based knowledge or awareness amongst practitioners of how to utilise this to improve their practice or evaluate activity (Gazeley et. al., 2019).…”

Section: Professionalisationmentioning

confidence: 99%

Third sector organisations in widening participation policy: networks, expertise and authority

Squire¹

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This thesis examines the involvement of third sector organisations in widening participation policy enactment. Whilst national widening participation policy is largely concerned with the actions of higher education providers and of government, there are a growing number of third sector organisations informing policy and practice through their activities and research. Thus far, these organisations have been absent from widening participation research and hence this thesis addresses a gap in understanding the many actors engaged in enactment of widening participation policy. This research is based in an interpretive approach to policy analysis, combining expert interviews with documentary analysis to explore the roles that third sector organisations have taken on within widening participation policy enactment. Based on Colebatch’s (2002) articulation of policy as authority, order and expertise, this thesis analyses the actions of third sector organisations in context to assess how they are contributing to shaping widening participation policy and the potential for further development of their influence. This research identifies that third sector organisations play a peripheral role in shaping widening participation policy, though some have more prominent roles in promoting a fair access variant of widening participation, in mainstreaming specific forms of outreach activity and in promoting a focus on evaluation and particularly a ‘what works’ approach. Despite limited indications of influence on policy, this research also demonstrates that many third sector organisations are actively engaging in policy discussions and seeking to inform the direction of policy through establishing positions as ‘networked experts’. These positions are unstable, and are influenced by funders, engagement in elite networks and by the leading organisations in the field. This thesis makes distinct contributions to knowledge through examining the emergence and practices of organisations not yet examined in widening participation policy and by exploring widening participation policy enactment in context. Additionally, the findings in relation to the environment of widening participation policy making offers new insights into how policy is made and enacted, including whose interests are represented.

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Under-tapped potential: practitioner research as a vehicle for widening participation

Cited by 7 publications

References 36 publications

The role of counseling for non-traditional students in formal higher education: a scoping review

The role of counseling for non-traditional students in formal higher education: a scoping review

Going DEEP: an evaluation of a social pedagogy-informed approach to evidence-enriched practice in social care

Third sector organisations in widening participation policy: networks, expertise and authority

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