A review of the role of national policy and institutional mission in European distance teaching universities with respect to widening participation in higher education study through open educational resources

2012 ◽  
Vol 33 (2) ◽  
pp. 135-150 ◽  
Author(s):  
Andy Lane
Keyword(s):  
Higher Education ◽  
National Policy ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Widening Participation ◽  
Distance Teaching ◽  
Institutional Mission ◽  
Education Study ◽  
Participation In Higher Education

scholarly journals Widening Participation in Higher Education through Open Educational Resources

2012 ◽  
pp. 1-15 ◽  
Author(s):  
Andy Lane
Keyword(s):  
Higher Education ◽  
Open Educational Resources ◽  
Educational Opportunities ◽  
Educational Resources ◽  
Widening Participation ◽  
Perceived Importance ◽  
The World ◽  
The Many ◽  
Participation In Higher Education ◽  
Opening Up

This chapter examines the role that open educational resources might play in widening participation in higher education. It begins by highlighting the perceived importance of widening participation in higher education throughout the world and how that is defined, followed by the role that openness plays more generally in higher education, and then discusses the many ways in which open educational resources may help in opening up higher education by widening the audiences for them. It goes on to set out a conceptual framework for analysing both widening participation activities and open educational resources. It concludes that openness, as exemplified by open educational resources, is beginning to influence educational opportunities around the world, but that care is needed in setting out the contexts in which such activity is taking place.

scholarly journals Widening participation and higher education. Students, systems and other paradoxes

2008 ◽  
Author(s):  
D.W. Thompson
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Lifelong Learning ◽  
Muslim Women ◽  
Civic Responsibility ◽  
Widening Participation ◽  
Education Students ◽  
Participation In Higher Education

This paper has developed from research that the author initiated. The data were derived from an outreach project that aimed to increase awareness of and participation in higher education amongst Muslim women within a major English city. The paper elevates some of the author's findings into a general discussion on the role of higher education (HE) and the paradoxes that are revealed when considering how concepts of widening participation and lifelong learning fit within the HE system. Readers are invited to think of different approaches to widening participation, for example through civic and community engagement, and consider sustained research that relates access to wider debates within the study of HE, such as lifelong learning and civic responsibility.

scholarly journals Meeting the challenges of higher education in India through Open Educational Resources: Policies, practices, and implications

2016 ◽  
Vol 24 ◽  
pp. 37
Author(s):  
Archana Thakran ◽  
Ramesh Chander Sharma
Keyword(s):  
Higher Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
The Past ◽  
Educational Challenges ◽  
Education In India ◽  
Open Educational Practices ◽  
Improve Access

 Over the past two decades, the education sector in India has undergone a substantial transformation. Recent advances in technology have provided access to high quality educational resources and information on the Internet. This article examines the role of open educational resources (OER) in addressing the challenges of higher education in India, which range from geographical disparities in access to education, to shortages of trained and qualified faculty. The authors examine and discuss several OER initiatives that are currently advancing India’s efforts to create strong institutional mechanisms to overcome the country’s educational challenges through a national strategic framework designed to improve access to quality higher education. The authors explore these initiatives designed to increase access to education through OER, as well as those designed to develop OER-related skills for educators. The article concludes with a discussion of the implications of these initiatives for the development of open educational practices in India.

scholarly journals Widening participation? (Re)searching institutional pathways in higher education for migrant students - The cases of Sweden and Italy

2021 ◽  
Vol 9 (2) ◽  
pp. 145-169
Author(s):  
Giulia Messina Dahlberg ◽  
Sylvi Vigmo ◽  
Alessio Surian
Keyword(s):  
Higher Education ◽  
Economic Status ◽  
National Policy ◽  
Educational Institutions ◽  
Widening Participation ◽  
Migrant Students ◽  
Policy Ideas ◽  
Audio Recordings ◽  
University Colleges ◽  
Participation In Higher Education

The aim of this study is to shed light on the ways in which transitions and support are framed in policy contexts in relation to widening participation in higher education (HE) in Sweden and Italy. More specifically, this study investigates the ways in which the discourse about the inclusion of migrant students in HE is framed in relation to the kinds of support for this group offered in two higher educational institutions, in Sweden and Italy. Furthermore, the study sheds light on the ways in which policy ideas about transition and widening participation are enmeshed in the students’ narratives and how they affect their experiences of participation, normalization and marginalization in HE. The analysis includes two datasets: i) national policy, laws and regulations and webpages of a selection of national universities and university colleges; and ii) ethnographically generated data that builds upon a case-study design and consists of audio recordings of informal discussions and interviews with students. We are, in this study, interested in framing diversity in terms of a move beyond the naturalization of hegemonic stances where labelled “Others” (e.g. based on cultural/ethnic background, functionality, socio-economic status) are treated as essentialized or mutually exclusive categories. One of the central, frontline contributions of this study, lies in its attempts to analytically scrutinise processes of inclusion and marginalisation that include a broad analytical gaze. This allowed us to analyse the mismatch between the range of support provided, and the actual needs and challenges that migrant students meet in their transition and participation to higher education in two European countries.

‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation

2009 ◽  
Vol 12 (3) ◽  
pp. 209-224 ◽  
Author(s):  
Tina Byrom
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Young People ◽  
Working Class ◽  
Summer School ◽  
Widening Participation ◽  
Education Choice ◽  
School Based ◽  
Institutional Habitus ◽  
Participation In Higher Education

Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.

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