Accessing and assessing appropriate widening participation data:an exploration of how data are used and by whom

When attempting to use data to inform practice and policy, the availability, accuracy and relevance of that data are paramount. This article maps the range of users interested in data relating to the UK11 Data requirements for England, Wales, Scotland, and N Ireland vary according to the complex remits of government and devolved administrations in the UK. Although the issues discussed in this paper predominantly relate to the English context, we argue, this does not detract from the central arguments presented regarding common and widely shared concerns relating to data collection and use by different users working within a HEI and the HE sector more broadly. View all notes widening participation (WP) agenda. It explores some challenges associated with identifying, defining, obtaining and using data to inform decisions about targeting and monitoring WP initiatives associated with student access, achievement and progression. It considers the pragmatic and strategic response by different users of institutional WP data within the UK. We use examples from previous institutional and commissioned WP research and evaluations undertaken over the past decade to illustrate some of the tensions concerning the access and assessment of WP data. We argue that whilst the increasing interest in WP participation data and evaluative feedback is commendable, attempts to establish a causal link between WP activity and changes in student awareness, aspiration, access and achievement are not straightforward. The diversity of producers, uses and users of WP data working in different sectors and institutions produces many challenges. The paper concludes with suggestions on ways data could be improved

Evaluating the environmental audit: Case study into the Centre for Waste Management's (CWM) European Regional Development Funded (ERDF) project's success at promoting sustainable development in small to medium enterprises (SMEs).

Sustainable development has evolved rapidly over the last 30 years to fonn an integral part of business and political agendas (Smith, 1993). Although the overarching definition of sustainability is understood to represent the long-term maintenance of social, environmental and economic systems (Gudmundsson et aL, 1996; Hughes et aL, 2005), many aspects of sustainable development are far from having integrity in terms of political and business agendas due to the lack of viable accounting techniques. This study was designed to assess the methods of evaluating the sustainable development achievements of the European Regional Development Fund (ERDF) project at the Centre for Waste Management (CWM), based at the University of Central Lancashire, Preston, UK. The research was developed as a result of the author completing the CWM ERDF project closure report; the report identified a lack of collaboration between the project's achievements in the area of sustainable development and the ERDF targets. The report illustrated that the quantitative measures, results and cross-cutting theme targets of the ERDF were insufficient at demonstrating the actual benefits of project assistance. Whilst the monetary unit is the most universally recognised component of measurement (Bateman et aL, 2003) and is used extensively in the evaluation of ERDF programmes. The calculation of increased and safeguarded jobs and sales were perceived to be extremely subjective by project managers and beneficiary small and medium-sized enterprises (SME5) alike. Initial proposals advocated the creation of specific sustainable development measures, however extensive research demonstrated that weak sustainability was present in the cuntnt ERDF targets and further project measures would only serve to dissuade SME participation. The economic, environmental and social benefits of the project were obscured due to an absence of fixed calculation methods and no long term project evaluation

Evaluating the environmental audit: Case study into the Centre for Waste Management's (CWM) European Regional Development Funded (ERDF) project's success at promoting sustainable development in small to medium enterprises (SMEs).

Sustainable development has evolved rapidly over the last 30 years to fonn an integral part of business and political agendas (Smith, 1993). Although the overarching definition of sustainability is understood to represent the long-term maintenance of social, environmental and economic systems (Gudmundsson et aL, 1996; Hughes et aL, 2005), many aspects of sustainable development are far from having integrity in terms of political and business agendas due to the lack of viable accounting techniques. This study was designed to assess the methods of evaluating the sustainable development achievements of the European Regional Development Fund (ERDF) project at the Centre for Waste Management (CWM), based at the University of Central Lancashire, Preston, UK. The research was developed as a result of the author completing the CWM ERDF project closure report; the report identified a lack of collaboration between the project's achievements in the area of sustainable development and the ERDF targets. The report illustrated that the quantitative measures, results and cross-cutting theme targets of the ERDF were insufficient at demonstrating the actual benefits of project assistance. Whilst the monetary unit is the most universally recognised component of measurement (Bateman et aL, 2003) and is used extensively in the evaluation of ERDF programmes. The calculation of increased and safeguarded jobs and sales were perceived to be extremely subjective by project managers and beneficiary small and medium-sized enterprises (SME5) alike. Initial proposals advocated the creation of specific sustainable development measures, however extensive research demonstrated that weak sustainability was present in the cuntnt ERDF targets and further project measures would only serve to dissuade SME participation. The economic, environmental and social benefits of the project were obscured due to an absence of fixed calculation methods and no long term project evaluation

Realising value: Supporting widening participation students including student ambassadors to reach out and reach in to draw connections between learning and employability.

Employability of Higher Education graduates remains a key issue (CBI,2009). Despite a range of specific employability modules introduced into undergraduate courses, it is generally recognised that students from widening participation backgrounds remain at a disadvantage in their progression from Higher Education into employment (Blundell et al., 2005). Universities have an important role in supporting student’s entry, progression and transition from study to a work environment and there are concerns that the latter is often neglected. Student ambassadors assist in the delivery of a range of widening participation activities designed to raise aspiration, awareness and attainment, such as residentials, mentoring, homework clubs and campus visits. Student ambassadors hold a dual role, both as deliverers of the activities and beneficiaries of informal and formal learning, but to what extent is the potential employability value of this experience recognised? This paper draws on empirical evidence gathered from undergraduate students involved in widening participation activities delivered as part of Lancaster University’s Access Agreement and evaluated by the Researching Equity, Access and Participation group. In 2016 we explored the training experiences of student ambassadors and our initial findings suggested that students do not always realise the value of the informal learning and work experience gained through their participation in widening participation activities. From an institutional perspective, successful outreach and in-reach requires widening participation students, including student ambassadors, to become more aware of the inherent benefits of the activities in which they are involved. The paper reports on a range of widening access activities funded as part of the institutional Access Agreement which are designed to increase awareness, aspiration and employability of widening participation students, whether in their role as volunteers or paid ambassadors on outreach activities. These include: career focused workshops designed to promote reflection and recognition of skills acquired; networking events designed to build confidence and extend social capital networks; leadership initiatives targeted at students with a disability; an international outbound programme providing financial incentives for bursary students; and internships and work experience placements. All of these activities involve opportunities to gain valuable evidence for future CVs and, potentially, enhance students’ employability