Universities in the UK, where they are regulated by the Office for Students, are required to show how they support a ‘whole university approach’ to support students from widening participation backgrounds through their Access and Participation Plans (APPs) and manage any risks that they may foresee via the Equal Opportunity Risk Register (EOPP). This is in part a commitment from the sector to broaden its reach and encourage more ‘non-traditional’ students into degree level education, as well as a requirement from the regulator to be able to charge the highest-level fees. Despite the ubiquitous nature of educational technology, there seems to be little recognition of this widening participation approach across digital education teams. This qualitative study provides rich accounts from a diverse range of leaders and influencers from across the UK, who have shared their views of the implementation of digital education according to their perception of the needs of their users. It brings together the voices of senior leaders, including heads of professional services and external service providers, and explores their perceptions of the digital education needs of non-traditional students. Taking a socio-technical critical perspective, it outlines the issues that occur as a result of a lack of communication between those on the ground and those responsible for providing effective digital access, including the confusion that arises from viewing educational technology as a ‘means to an end’ (Selwyn, 2010), without acknowledging the social factors involved. It also reflects on how the lack of a common understanding of digital access results in a haphazard attention to the needs of non-traditional students
