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Enabling equality of access in higher education for underrepresented groups: a realist ‘small step’ approach to evaluating widening participation
Research in Post-Compulsory Education Pub Date : 2021-03-03 , DOI: 10.1080/13596748.2021.1873410
Nathaniel Pickering 1
Affiliation  

ABSTRACT

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.



中文翻译:

为人数较少的群体提供高等教育机会均等:评估扩大参与程度的现实主义“小步骤”方法

摘要

本文介绍了92后大学针对传统上在高等教育中代表性不足的进修生提供的小规模扩大参与干预措施的评估。该干预旨在通过四个研讨会提供有关高等教育机会和收益的高质量信息,建议和指导,以便参与者可以增强其信心和技能,并对其未来做出明智的决定。采用现实的小步骤评估方法来探索干预的有效性以及成功的原因。基于活动的焦点小组被用来解决研究问题,即参与者如何获得和内部化有关高等教育的知识,以及这如何导致变革或行动。评估发现,由于参加讲习班的人数很少,干预的效果有限。还发现它对追求高等教育的学生更有利,因为他们高度重视该计划提供的“热门”知识的获取。但是,对于某些参与者,由于财务限制,决策受到限制。提出了更新的变更理论,其中包括新的和更新的促成因素,这将使干预措施在未来更加有效。

更新日期:2021-03-03
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