The discourse surrounding evaluation remains a terrain of ongoing debate, particularly in the context of higher education. This anthology delves into the intricate interplay between evaluation and research, shedding light on the ethical quandaries that emerge when assessing equity and expanding participation within academia. With the incessant calls for “evidence of impact,” there’s a pressing need to substantiate government funding for specific university-led initiatives aimed at fostering equity. Moreover, there’s a growing imperative to discern what strategies are truly effective in order to ensure the judicious allocation and utilization of resources.
Drawing from their extensive experience in orchestrating an international seminar series spanning from 2014 to 2016, the editors have meticulously crafted a praxis framework. This framework navigates the multifaceted interpretations of terms like ‘access’, ‘equity‘ and ‘widening participation‘ within the realm of higher education. Through collaborative efforts with various contributors, they’ve produced a compendium that serves as an indispensable guide for advancing equity in both research and practice within higher education.
Bringing Together Voices of Change in Education
Penny Jane Burke is Global Innovation Chair of Equity and Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, New South Wales.
Annette Hayton is Head of Widening Participation at the University of Bath.
Jacqueline Stevenson is Head of Research at the Sheffield Institute of Education, Sheffield Hallam University.
Various Professional and Personal Perspectives Reviews
“Finally, a publication that transcends the mere effectiveness of strategies to explore the true essence of what’s significant in the pursuit of equity in higher education. Anchored in a deep understanding of widening participation’s core principles and a steadfast commitment to equitable knowledge production, this work redefines excellence in educational evaluation, challenging the traditional gold standard of randomized controlled trials with its pioneering approach.”
“In the quest for fair access and broadened participation in higher education, there lurks the danger of perpetuating existing disparities in power and perceived value. This compelling anthology demonstrates that it’s entirely feasible to conduct thorough evaluations that are both critically minded and aligned with advocacy for progressive change.”
“Seldom does a book so effectively meet a pressing need within the equity discourse as this one. By weaving together global viewpoints, it challenges our perceptions of what constitutes valid ‘evidence’ in the field, prompting a critical reevaluation of the narratives surrounding ‘access’ and ‘widening participation.’ Essential reading for anyone engaged in equity efforts or passionate about educational justice.”
“This book marks a pivotal moment for both practitioners and scholars in the widening participation sphere, blurring the lines between professional categories in its quest for a more equitable higher education landscape. The dedication of the editors and authors to fostering social justice is evident throughout this innovative collection. It offers invaluable insights into widening participation theory and practice, urging policymakers to heed its lessons.”
A Detailed Exploration of Concepts, Case Studies, and Critical Perspectives
CONTENTS: Introduction, by Penny Jane Burke; 1. Key debates in researching and evaluating equity initiatives, by Annette Hayton and Jacqueline Stevenson; 2. Researching and evaluating equity and widening participation: Praxis-based frameworks, by Penny Jane Burke and Matt Lumb; 3 NERUPI: A praxis-based framework, by Annette Hayton; 4. Admission to medicine and law at Russell Group universities: The impact of A-level subject choice, by Catherine Dilnot and Vikki Boliver; 5. Student mothers in higher education: Tackling widening participation and child poverty, by Claire Callender; 6. Respecting difference: Researching the intersectionality of gender, race, faith and culture in higher education, by Heidi Safia Mirza; 7. When class trumps university status: Narratives of Zoe and Francesca from the Paired Peers project, by Nicola Ingram, Jessica Abrahams and Ann-Marie Bathmaker; 8. Becoming a reflexive researcher: A personal research journey, by Jacqueline Stevenson; Index
