Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course. Edited by Miriam David, the Associate Director of the ESRC’s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy. Improving Learning by Widening Participation in Higher Education also considers: the changing UK policy contexts of post-compulsory education; how socio-economically disadvantaged students – raced and gendered – fare through schools and into post-compulsory education; the kinds of academic and vocational courses, including Maths, undertaken; the changing forms of institutional and pedagogic practices within higher education; how adults view the role of higher education in their lives. This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.

This book presents a strong and coherent rationale for improving learning for diverse students from a range of backgrounds within higher education.

Extending higher education to people from diverse backgrounds and widening participation is a current international priority. This study, based on empirical data, is the first of its kind examining why people choose not to enter higher education

Underpinned by research this book provides best practice examples of innovative and inclusive curriculum designined to improve student retention in HE.

This collection offers an authoritative, up-to-date commentary on the challenges facing higher education today across both the UK and internationally. The book charts the impact of global economic trends and recent policy developments for students, academics, providers and changing course provision.

As higher education has made deliberate strides in recent decades to become more inclusive and accessible, the number of students from non-traditional backgrounds has increased dramatically. There has been much study of the effects of higher education on previously underserved populations, showing that it can lead to higher lifetime income and higher status. But there has been little research on what happens to those students once they are in a university. This book fills that gap, taking a close look at this issue and drawing on case studies from the United States, the United Kingdom, and Australia to illuminate the problems that face non-traditional students, the resources they and their families are able to draw on, and the ways that administrators and staff can help them succeed. This paperback edition is well suited to postgraduate students and practitioners and alike.

Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed 'principle's to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of: - What is meant by 'agency' - Gender, ethnicity, disability and university teaching - Digital learning spaces and social media - Teaching career development for academics - Decolonising the curriculum - Assessment and feedback practices - Teaching excellence and 'learning gain' - 2015 UN General Assembly 2030 Agenda for Sustainable Development reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.