A critical pedagogy approach to understanding equity and equality in the transnational higher education sector

The expansion of Transnational Education (TNE) provision by UK providers has coincided with radical transformation of the UK higher education landscape. Neoliberal policy changes have led to significant reductions in government funding for universities, and an increase in the marketisation, competition and regulation of the higher education sector. Growing public animosity towards immigration led the government to commit to an aggressive reduction in immigration, which included a crack-down on 'bogus students' entering the country, and changing the student visa requirements and terms (Tannock, 2013). This had a profound impact on international student recruitment, and how Britain was viewed internationally. TNE provides a solution to these challenges and rebalances the 'global higher education market' by allowing more students to study in their own countries but still access UK universities (HEGlobal, 2016, p. 9). TNE has become an increasingly important element of the global higher education market. However, for many, TNE represents the antithesis of higher education as a public good, and instead symbolises the commodification and marketisation of higher education by neoliberal policies into a private good (Naidoo, 2007). For others, the opening up of new markets through TNE provision is viewed as a way to widen access into higher education for those currently excluded (Hills, 2017). However, the assumption that increased higher education provision will lead to more equity and equality in access and the student experience for all young people across the globe has received little theoretical discussion in the academic literature on TNE. This is a positioning paper that will scrutinise the schizophrenic nature of Anglo-Saxon universities that emphasise and promote their 'public role and function', while being active in the education marketplace, especially across international borders where they 'behave like private entities' (van der Wende, 2003, p. 202). Using Henry A. Giroux's (2011) critical pedagogy, issues of equity and equality in relation to location of provision, the curriculum's failure to address social injustices, subject and knowledge disparities, disadvantaged groups, and meritocracy will be examined. The paper concludes by reflecting on what UK providers can do to ensure more equitable and equal access and student experience in TNE provision, and the role of freedom in ensuring social justice

Learning gain - annotated bibliography

The purpose of this literature search was to produce an annotated bibliography outlining the new literature and research that has emerged on learning gain within higher education since the RAND report was published in 2015. Using some of the key themes from the RAND report, this bibliography organises the literature into: (1) ways of measuring learning gain, (2) limitations to measuring learning gain, (3) benefits to student learning gain and (4) the purpose of measuring learning gain. This research found that four main areas emerge from the current literature. These are: (1) the use of current data sources to measure learning gain, (2) the limitations of using assessment grades to measure learning gain, (3) the development of current teaching practice to impact student learning and (4) the inclusion of learning gain within the Teaching Excellence Framework (TEF). From this research it is clear that recent discussion of learning gain focuses on many of the key areas of the RAND report. In addition, the search further highlights the significant variations of measuring learning gain and the implications and issues around it

Enabling equality of access in higher education for underrepresented groups: a realist ‘small step’ approach to evaluating widening participation

This article presents the evaluation of a small-scale widening participation intervention delivered by a Post-92 university to further education students traditionally underrepresented in higher education. The intervention aimed to provide high quality information, advice and guidance about higher education opportunities and benefits through four workshops, so that participants could increase their confidence and skills and make informed decisions about their future.A realist small steps approach to evaluation was applied to explore the effectiveness of the intervention and why it was successful. Activity based focus groups were employed to address the research questions into how participants acquired and internalised knowledge about higher education and how this led to change or action. The evaluation found that the effectiveness of the intervention was limited because of poor attendance at the workshops. It was also found to be more beneficial to students who were pursuing a higher education pathway, as they highly valued the access to ‘hot’ knowledge the programme provided. However, for some participants, decisions were restricted because of financial constraints. An updated theory of change is presented that includes new and updated enablers that will make the intervention more effective in the future

Course Evaluation Bursary Scheme 2021-22

This interim report reflects on the first five months of the Course Enhancement Bursary Scheme (CEBS), which was implemented from September 2021 to July 2022. It explores student and staff views against the expected outcomes of the scheme. Both sets of participants were positive about the scheme but found that seeking ethical approval slowed the projects down

The Value of Second Chances: Reflections of Undergraduate Students on their Foundation Year Experience

Foundation year (FY) provision provides access to Higher Education for those not meeting the requirements for undergraduate study by developing skills and subject-specific knowledge. The provision has experienced significant growth and now plays a crucial role within many institutions, helping them reach their widening access and recruitment targets in a highly competitive market. However, the 2019 Review commissioned by the Government (informally known as the Auguar Review) raised concerns about the 'poor value for money' and the quality of these courses. Current research establishes a counter-narrative that shows the value and positive impact on students of FY courses. However, questions remain about how they prepare students to progress/succeed in their degrees and the value of that experience for those that access them. This presentation addresses these gaps by reporting findings from 18 interviews with students. The results show that the FY often provides students with a 'second chance' at education, and their value can be understood within four interrelated domains of value: functional, psychological, social, and monetary

Why is the BME attainment gap such a wicked problem?

This paper outlines a research process which followed a case study approach (Yin 2009) to explore the Black and Minority Ethnic (BME) student attainment gap, and responses to it, at Sheffield Hallam University. A mixed methodology was envisaged, which would triangulate institutional data, measures of student engagement, focus groups and researcher reflections to construct an analysis of interventions aimed at enhancing confidence and belonging for BME students. This discussion focuses on the challenges experienced by the research team and uses the notion of a 'wicked problem' to help understand the limitations faced. 'Wicked problems' (Rittel 1972, see Conklin 2005) are entrenched in social complexity, which increases in line with the diversity of the associated stakeholders. These problems have the ability to divide opinion, provide limited solutions and to lay blame for lack of results. This research examining the BME attainment gap can be critiqued using this notion of a 'wicked problem' noting that, without recognition, this issue has the potential to become ubiquitous and almost unsolvable

Theory of Change Narrative: Supporting Mature Learners in accessing higher education through a Train the Trainer intervention delivered by Hepp

Hepp (Higher Education Progression Partnership) is a jointly funded initiative by Sheffield Hallam University and the University of Sheffield that provides impartial advice and guidance across South Yorkshire and North East Derbyshire. Hepp aims to encourage more children, young people and adults that have experienced personal, systematic, or cultural barriers to accessing higher education to consider it as a viable option. Hepp has identified target groups for activity based on their strategic approach, which includes mature students from underrepresented backgrounds. Hepp have limited contact with potential mature students but are in a position to draw on their strong ties across the region and share information and guidance about higher education through multiple stakeholder groups. This report provides a narrative and a Theory of Change model for a train the trainer activity, which aims to increase awareness and knowledge about higher education among Hepp’s stakeholders so that they realise higher education is an option for learners of all ages and can confidently advise prospective students or direct them to relevant guidance. An extensive literature review was undertaken to identify barriers that mature students experience when accessing higher education. The outcomes of this intervention, which are focused on the impact it will have on the stakeholders and their engagement and understanding of higher education, are articulated as short, medium and long-term outcomes. Within the intervention, there are three main activities that stakeholders will be able to engage with: video programme; live session; stakeholder engagemen