RAPPORT
WWW.RECORDINGACHIEVEMENT.AC.UK
Issue 2 (2015)
The International Journal for
Recording Achievement,
Planning and Portfolios
Recognising the indirect: some reflections on the evaluation
of widening access interventions
Dr Neil Raven, Independent Educational Consultant
Abstract :
Accompanying initiatives to widen university access have been calls to build an evidence base capable
of demonstrating the impact of this activity. Much of the resulting attention given to evidence gathering
has been directed at evaluating the effect of interventions on the direct beneficiaries: the participants.
However, if the impact of outreach work at a wider institutional and societal level is to be realized,
consideration should also be given to the effect this activity can have on those not directly involved.
Drawing upon the insights of teaching practitioners, this paper argues that other pupils, besides outreach
participants, can also be influenced by such interventions. Indeed, ensuring interventions have the
broadest impact is considered by these practitioners to be important from a school-wide perspective.
Here, the case was made for adopting a managed approach that would help to maximise impact, whilst
various ways were explored of determining the scale and nature of the indirect impact. Moreove r,
discussion confirmed that others, including the teachers that accompany pupils on outreach visits, could
also be influenced, as could parents and guardians, including those of non -participants. The paper
concludes by considering practices schools could introduce to harness such effects.
Key words: widening access, evidence base, indirect beneficiaries.
Introduction
The last decade or so has seen a considerable
amount of attention, and a range of initiatives,
directed towards widening university participation
in England 4 and, by this means, enhancing the
progression rates of those traditionally underrepresented in higher education [HE] including
learners from economically disadvantaged
backgrounds. Two of the Government-supported
programmes designed to progress this agenda Aimhigher (set up in 2004) and Lifelong Learning
Networks (established a year later and focusing on
vocational learners) - came to an end in 2011 and
2012 respectively (HEFCE, 2008; Higher
Education Academy, 2015). They have however
been superseded, in part at least, by
arrangements for HE providers to lead on widening
4
Whilst the focus of this discussion is on policies
associated with English higher education, it should be
noted that other initiatives designed to widen HE
participation have been implemented in other parts of
the UK.
access through the commitments set out in their
access agreements5 and overseen by the Office
for Fair Access (OFFA), the independent regulator
for HE access (OFFA, 2015a). Most recently, the
commitment to widening access has seen the
establishment of national networks of collaborative
outreach funded by the Higher Education Funding
Council for England (HEFCE). Mainly regional in
their coverage and involving local universities,
schools and colleges, these are designed to
ensure all state schools in England are informed o f
the widening access (or outreach) interventions
offered by their neighbouring universities and
colleges (HEFCE, 2015).
Accompanying these commitments have been
calls to build an ‘evidence base’ capable of
5
These agreements detail how higher education
institutions in England intend to meet targets relating
to student access and retention. They are required
and must be approved by OFFA on behalf of
Government before institutions are allowed to charge
higher tuition fees.
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