Thomas, LIZ orcid.org/0000-0003-2101-0067 (2020) Excellent Outcomes for All Students:A Whole System Approach to Widening Participation and Student Success in England. Student Success. pp. 1-11. ISSN 2205-0795
Abstract
This article is about improving student retention and success to achieve excellent outcomes for all students. It draws on research undertaken by the author about student engagement and belonging; differential engagement and success, with a particular focus on commuter students, who experience intersectional disadvantage; and the development of a whole institution approach (WIA) to widening participation and student success. The research has been undertaken in England, and is situated within this policy context, in particular two national policy tools: Access and Participation Plans (APP) and the Teaching Excellence and Student Outcomes Framework (TEF), which all higher education providers are required to engage with if they wish to charge fees above certain thresholds. The article demonstrates how in England both the policy framework and higher education institutions are working towards a system-wide approach to achieve excellent outcomes for all students, irrespective of their background or circumstances.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © The Author/s 2020 |
Keywords: | Commuter students,Retention,Student engagement,Widening participation |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 08 Mar 2023 12:10 |
Last Modified: | 02 Apr 2025 23:25 |
Published Version: | https://doi.org/10.5204/ssj.v11i1.1455 |
Status: | Published |
Refereed: | No |
Identification Number: | 10.5204/ssj.v11i1.1455 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:197130 |
Download
Filename: 1455_Article_Text_5242_2_10_20200305.pdf
Description: 1455-Article Text-5242-2-10-20200305
Licence: CC-BY 2.5