Inclusion, measurement and relevance… and Covid-19

This is an accepted manuscript of an article published by Springer in Postdigital Science and Education on 17/08/2020, available online: https://doi.org/10.1007/s42438-020-00182-9 The accepted version of the publication may differ from the final published version.This paper addresses the theme of ‘widening student access, participation and lifelong learning’ within the wider issue of ‘measuring excellence’ in the UK higher education and finds them both to be problematic. An earlier paper entitled ‘Inclusion in an age of mobility’ (Traxler 2016) written over 4 years ago made the case that the inclusion agenda of the UK higher education of 1990s was largely a failure in its own terms but had in any case been made irrelevant by the subsequent onset of pervasive and ubiquitous connectivity and mobility, profoundly transforming the production, ownership, distribution and nature of learning and knowing and problematising the role and status of universities and lecturers.Published onlin