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This study explores staff development provisions aimed at widening participation in higher education, focusing on the experiences of academics and teachers involved in programs like AimHigher. It examines barriers, successes, and the effectiveness of teachers’ attitudes toward students from diverse socio-economic backgrounds. Through interviews, case studies, and literature reviews, the research highlights the importance of collaborative practices in staff training and development, advocating for stronger partnerships and sharing of good practices to foster inclusive educational environments.
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“Sorry, too busy!”; a study of staff development provision for widening participation Helen RowlandDeputy Director
Rationale…anecdotal A measure of success of widening participation? “The falling rate of rejection emails from academics”
Rationale…Area-wide • “Are the Aimhigher students normally bright?” Lecturer at a university in the south • Aimhigher Hampshire & IOW evaluation: What do you know about Aimhigher? Nothing: 29% Very little: 59%
Rationale… • …Regional • …National Raising Young People’s Higher Education Aspirations: Teachers’ Attitudes DIUS Research Report
Exploratory • The sharing of good practice among partnerships by documenting alternative models of staff development for widening participation as part of ongoing research. Conclusion: The Way Forward
Scope and Method • Teachers: Training and CPD • Academics: Staff Development • Desk Research; Literature Review • Interviews • Case Studies
Teachers & Initial Teacher Training • Teacher Development Agency (TDA) Professional Attributes Professional Knowledge and Understanding Professional Skills
Teachers & Initial Teacher Training • Aimhigher = 0; Widening Participation = 0 • Opportunities in 7(30) and Q18, Q19 ‘needs of minority groups’…’diversity’… socio-economic-background of the learner’… ‘barriers to learning and progress…’
Teachers and Initial Teacher Training • Trainee teachers engaging in Aimhigher Activities • Development of a broad skills base • Importance of background, experience and future plans • Time factor • Opportunities for Mutual Benefit
Teachers and CPD • Aimhigher = 0; Widening Participation = 0 • Induction • Opportunities for Mutual Benefit Induction Local Authorities National Providers Centralised Local Providers HEIs School based …
Staff Development in HEIs • A university in the south… • Induction:intro to Aimhigher • Collaborative Enhancement of Teaching: lunch on widening participation • Funding Research in Teaching and Learning: WP related projects • Central Staff Development Policy: collaboration with Aimhigher
Staff Development in HEIs • An Aimhigher Partnership in the north… • Staff development needs for practitioners with a non-education and/or non WP background • Context of the work of Aimhigher • Need for accreditation • BTEC level 4 qualification in Widening Participation • Region-wide to Nationwide • 7 in H&IOW
Some Practical Ways forward • If you don’t ask you don’t get • Find out • about Teacher Training Providers in your Area • about how CPD, including NQT induction is organised in your Area • about the Staff Development policy and opportunities in your own HEI? • …and create opportunities • Further Research: Lifelong Learning Sector • Share good practice
“Sorry, too busy!”; a study of staff development provision for widening participation What are you doing? Helen Rowland
