Institutional Transformation to Engage a Diverse Student Body 6

INSTITUTIONAL TRANSFORMATION TO ENGAGE A DIVERSE STUDENT BODY......Page 4
COPYRIGHT PAGE......Page 5
CONTENTS......Page 6
LIST OF CONTRIBUTORS......Page 12
LIST OF INSTITUTIONAL CASE STUDIES......Page 16
CHAPTER 1 INSTITUTIONAL TRANSFORMATION TO ENGAGE A DIVERSE STUDENT BODY......Page 18
INTRODUCTION......Page 19
AN INCREASINGLY DIVERSE STUDENT BODY......Page 20
INSTITUTIONAL RESPONSES TO DIVERSITY......Page 25
ABOUT THIS BOOK......Page 28
NOTES......Page 32
CHAPTER 1.1 INSTITUTIONAL TRANSFORMATION TO ENGAGE A DIVERSE STUDENT BODY AT THE OPEN UNIVERSITY......Page 34
INTRODUCTION......Page 35
STRATEGY, GOVERNANCE AND PRACTICE......Page 36
EVIDENCE OF EFFECTIVENESS......Page 42
REFLECTION......Page 43
CHAPTER 1.2 ’RESISTANCE FROM THE PERIPHERY?’ A CASE STUDY OF ATTEMPTS TO WIDEN ACCESS TO ADULT LEARNERS AT A SOUTH AFRICAN UNIVERSITY......Page 46
HIGHER EDUCATION AND WIDENING ACCESS TO A MORE DIVERSE STUDENT BODY......Page 47
WIDENING ACCESS TO ADULT LEARNERS......Page 49
ADULT EDUCATION TEACHING AT THE UNIVERSITY OF CAPE TOWN......Page 50
CHANGING INSTITUTIONAL CULTURE AND PRACTICES......Page 51
RECOGNITION OF PRIOR LEARNING......Page 53
TRANSFORMING CURRICULUM......Page 54
CONCLUSION......Page 56
CHAPTER 2 ENGAGING STUDENTS TO IMPROVE RETENTION AND SUCCESS......Page 58
INTRODUCTION......Page 59
CONCERN ABOUT RETENTION AND STUDENT SUCCESS......Page 60
STUDENT ENGAGEMENT, RETENTION AND SUCCESS......Page 61
WHAT WORKS? STUDENT RETENTION AND SUCCESS PROGRAMME......Page 62
ACADEMIC ENGAGEMENT......Page 63
SOCIAL ENGAGEMENT......Page 64
ENGAGEMENT THROUGHOUT THE INSTITUTION......Page 65
ENGAGEMENT ACROSS THE STUDENT LIFECYCLE......Page 66
A PARTNERSHIP: DEVELOPING STUDENTS’ AND STAFF CAPACITY TO ENGAGE......Page 67
MANAGING ENGAGEMENT: INSTITUTIONAL RESPONSIBILITY......Page 69
IMPLICATIONS FOR INSTITUTIONS......Page 70
CHAPTER 2.1 FROM CLASSROOM RESISTANCE TO SCHOOL REFORM......Page 74
THE SCHOOL AND CONTEXT......Page 75
THE SAR PROJECT......Page 76
THE STUDENTS......Page 77
ENGAGING THE STUDENTS......Page 78
INFLUENCE ON THE SCHOOL......Page 80
NOTE......Page 82
CHAPTER 2.2 PROJECT 2013: A MODEL FOR INCREASING FIRST-YEAR AT-RISK STUDENT RETENTION RATES......Page 84
INTRODUCTION......Page 85
THE TARGET GROUP......Page 86
SPECIFIC INTERVENTIONS......Page 87
OUTCOMES......Page 88
RETENTION RATES FOR CLA PROJECT 2013, ACADEMIC YEAR 2009-2010......Page 89
SUCCESSES & LIMITATIONS......Page 90
TOP TIPS FOR PLANNING AND DELIVERY OF FIRST-YEAR ’AT-RISK’ STUDENT RETENTION STRATEGIES......Page 91
CHAPTER 3 INSTITUTIONAL TRANSFORMATION TO MAINSTREAM DIVERSITY......Page 94
INTRODUCTION......Page 95
WHAT DOES A TRANSFORMED INSTITUTION LOOK LIKE?......Page 96
AN ASSESSMENT OF PROGRESS OF ENGLISH HEIS TOWARDS MAINSTREAMING DIVERSITY......Page 102
NOTE......Page 113
CHAPTER 3.1 MAINSTREAMING WIDENING PARTICIPATION: INSTITUTIONAL TRANSFORMATION FROM SMALL BEGINNINGS......Page 114
INSTITUTIONAL CONTEXT......Page 115
MAINSTREAMING WIDENING PARTICIPATION......Page 116
EVIDENCE OF EFFECTIVENESS......Page 120
CONCLUSIONS......Page 121
CHAPTER 3.2 ACHIEVING A ’FAIR GO’ AT LA TROBE UNIVERSITY......Page 124
AN OVERVIEW OF BROADENING PARTICIPATION IN HIGHER EDUCATION IN AUSTRALIA......Page 125
LA TROBE UNIVERSITY......Page 126
DESIGN FOR LEARNING: CURRICULUM REVIEW AND RENEWAL......Page 129
ACKNOWLEDGMENTS......Page 135
CHAPTER 4 MAINSTREAMING WIDENING ACCESS TO ENGAGE STUDENTS IN HIGHER EDUCATION......Page 136
INTRODUCTION......Page 137
THE STUDENT LIFECYCLE AND PRE-ENTRY ENGAGEMENT......Page 138
WORKING WITHIN A SHARED FRAMEWORK......Page 140
OUTREACH, RECRUITMENT AND RETENTION......Page 142
CONCLUSION......Page 145
CHAPTER 4.1 THE ACCESS TRADITION: WIDENING PARTICIPATION AND THE UNIVERSITY OF BEDFORDSHIRE......Page 146
WIDENING PARTICIPATION AND INSTITUTIONAL TRANSFORMATION......Page 147
WIDENING PARTICIPATION PRACTICE......Page 149
REFLECTION – THE PROSPECTS FOR WIDENING PARTICIPATION......Page 151
NOTES......Page 152
CHAPTER 4.2 ACCESS, ASPIRATION AND ATTAINMENT: FOUNDATION STUDIES AT THE UNIVERSITY OF SOUTH AUSTRALIA......Page 154
INTRODUCTION......Page 155
FOUNDATION STUDIES AT THE UNIVERSITY OF SOUTH AUSTRALIA......Page 156
EVIDENCE OF EFFECTIVENESS......Page 159
REFLECTION......Page 162
CHAPTER 4.3 TRANSFERRING FROM SENIOR TO HIGHER VOCATIONAL EDUCATION IN THE NETHERLANDS......Page 164
INTRODUCTION......Page 165
RESULTS......Page 167
EXPLANATIONS OF SUCCESSFUL TRANSFERS......Page 168
WHAT INTERVENTIONS HAVE BEEN DEPLOYED AND HOW EFFECTIVE ARE THEY?......Page 169
SOLUTIONS FOR THE SHORT-TERM FUTURE......Page 170
CONCLUSIONS AND RECOMMENDATIONS......Page 171
CHAPTER 5 WORKING TOGETHER ON WIDENING ACCESS, ADMISSIONS AND TRANSITION INTO HIGHER EDUCATION......Page 172
INTRODUCTION......Page 173
THE APPLICANT EXPERIENCE......Page 174
FINDING THE BEST MATCH......Page 175
AN INTEGRATED STRATEGY......Page 179
STUDENT TRANSITION AND RETENTION......Page 183
CONCLUSION......Page 184
NOTE......Page 185
CHAPTER 5.1 GETTING THE HIGHER EDUCATION X-FACTOR......Page 186
OUR APPROACH TO WIDENING PARTICIPATION......Page 187
EVIDENCE OF EFFECTIVENESS......Page 192
REFLECTION......Page 193
THE FUTURE OF WP......Page 194
CHAPTER 5.2 BALANCING MISSION AND MARKET IN CHICAGO: AN ENROLMENT MANAGEMENT PERSPECTIVE......Page 196
THE EMERGENCE OF STRATEGIC ENROLMENT MANAGEMENT......Page 197
SEM AT DEPAUL UNIVERSITY......Page 198
BALANCING MISSION AND MARKET......Page 199
SEM ACCESS STRATEGIES AT DEPAUL......Page 201
CHAPTER 5.3 ACKNOWLEDGMENT OF PRIOR EXPERIENTIAL LEARNING TO WIDEN PARTICIPATION AT THE UNIVERSITÉ LIBRE DE BRUXELLES: THE CHALLENGE OF THE INSTITUTIONAL MESSAGE......Page 204
INTRODUCTION......Page 205
INSTITUTIONAL CONTEXT......Page 206
PARTNERSHIPS AND NETWORKS FOR APEL DEVELOPMENT......Page 209
APEL CANDIDATES......Page 211
IS THE APEL PROCESS EFFICIENT? THE NEED FOR AN INTEGRATED POINT OF VIEW......Page 213
CONCLUSIONS......Page 215
CHAPTER 6 TRANSFORMING THE LEARNING EXPERIENCE TO ENGAGE STUDENTS......Page 216
INTRODUCTION......Page 217
PERSPECTIVES ON THE MEANING OF ENGAGEMENT IN THE FIRST YEAR......Page 218
APPROACHES TO TRANSFORMING THE FIRST YEAR LEARNING EXPERIENCE......Page 220
A WHOLE-OF-INSTITUTION APPROACH TO ENGAGEMENT......Page 227
APPENDIX. A QUALITY FRAMEWORK FOR FIRST YEAR CURRICULA: THREE QUALITY PRACTICE 
DIMENSIONS......Page 228
CHAPTER 6.1 TRANSFORMING THE FIRST YEAR EXPERIENCE THROUGH LEARNING COMMUNITIES......Page 230
INTRODUCTION......Page 231
LEARNING COMMUNITIES AT INDIANA UNIVERSITY PURDUE UNIVERSITY INDIANAPOLIS (IUPUI)......Page 233
REFLECTION......Page 236
CHAPTER 6.2 INCLUSION AND THE STUDENT VOICE: LESSONS FROM THE TRINITY INCLUSIVE CURRICULUM STRATEGY......Page 242
BACKGROUND POLICY AND PLANNING AT NATIONAL AND INSTITUTIONAL LEVEL......Page 243
TIC STRATEGY: OBJECTIVES AND ACTIVITIES......Page 245
CHAPTER 6.3 MAINSTREAMING BLENDED LEARNING TO ENHANCE THE ACCESS, LEARNING AND RETENTION OF STUDENTS FROM EQUITY GROUPS......Page 252
INTRODUCTION TO HIGHER EDUCATION IN THE REPUBLIC OF CROATIA AND AT THE UNIVERSITY OF ZAGREB......Page 253
MAINSTREAMING STUDENT-CENTRED BLENDED LEARNING IN THE FOI......Page 254
CONCLUSIONS: ENABLERS AND CHALLENGES......Page 259
CHAPTER 6.4 DEFINING IDENTITY, ENGAGING TEACHERS AND ENGAGING STUDENTS: ’EDUCATION STRENGTHS’ IN A FOREIGN BRANCH CAMPUS......Page 262
INSTITUTIONAL CONTEXT......Page 263
RATIONALE OF THE PROGRAMME TO ESTABLISH THE CAMPUS EDUCATION STRENGTHS......Page 264
PROGRAMME IMPLEMENTATION......Page 266
CONCLUSION AND COMMENTS......Page 268
CHAPTER 7 ENGAGING STUDENTS TO ENHANCE PROGRESSION BEYOND THE FIRST DEGREE......Page 270
INTRODUCTION......Page 271
PROGRESSION OF STUDENTS FROM DIVERSE BACKGROUNDS AND EQUITY GROUPS......Page 272
INSTITUTIONAL APPROACHES TO IMPROVING GRADUATE PROGRESSION......Page 277
CONCLUSIONS......Page 285
CHAPTER 7.1 TRANSFORMING LEARNING: ENGAGING STUDENTS WITH THE BUSINESS COMMUNITY......Page 288
INTRODUCTION......Page 289
THE CONTEXT......Page 290
DEVELOPING SOCIAL CAPITAL......Page 291
EVIDENCE OF EFFECTIVENESS......Page 292
REFLECTION......Page 293
CHAPTER 8 ENABLING INSTITUTIONAL TRANSFORMATION TO ENGAGE A DIVERSE STUDENT BODY: NECESSARY CONDITIONS AND FACILITATING FACTORS......Page 296
INTRODUCTION......Page 297
COMMITMENT TO A TRANSFORMATIONAL APPROACH......Page 298
SHARED UNDERSTANDING AND MEANING......Page 299
INSTITUTIONAL STRATEGY, LEADERSHIP, POLICIES, INFRASTRUCTURE AND ORGANISATION FOR CHANGE......Page 300
ENGAGING STAFF AND CREATING AN INCLUSIVE CULTURE......Page 302
TAKING AN EVIDENCE-INFORMED APPROACH......Page 304
LINKING CHANGE TO OTHER INSTITUTIONAL PRIORITIES AND DEVELOPMENTS......Page 306
CONCLUSIONS......Page 307
CHAPTER 8.1 ESTABLISHING A ’GOLDEN THREAD’: THE PATH TO ENSURING INSTITUTIONAL TRANSFORMATION......Page 310
NOTES......Page 316
CHAPTER 8.2 REVERSING FRAMES: INSTITUTIONAL DEVELOPMENT AT OSLO UNIVERSITY COLLEGE......Page 318
INTRODUCTION......Page 319
REVERSING THE FRAMES......Page 320
CLOSING COMMENTS......Page 326
CHAPTER 8.3 DEVELOPING AN ORGANISATIONAL CULTURE WHERE SOCIAL JUSTICE AND COLLABORATION RUNS ALONGSIDE WIDENING PARTICIPATION......Page 328
INTRODUCTION......Page 329
INSTITUTIONAL APPROACH, ORGANISATION AND INFRASTRUCTURE......Page 330
WORKING IN COLLABORATION......Page 331
SOCIAL JUSTICE AND COMMUNITY ENGAGEMENT......Page 332
CONCLUSION......Page 333
CHAPTER 8.4 WIDENING PARTICIPATION BRISTOL-FASHION: EMBEDDING POLICY AND PRACTICE AT THE UNIVERSITIES OF BRISTOL AND THE WEST OF ENGLAND......Page 336
INSTITUTIONAL CONTEXTS......Page 337
ACTIONS......Page 338
EFFECTIVENESS......Page 340
REFLECTIONS......Page 341
REFERENCES......Page 344
BIOGRAPHIES......Page 364