Policy to practice

1. Policy to practice Institutional Responses to Widening Participation Claire Graham 7th September 2011

2. Aims of the research To consider how 6 case study universities ‘framed’ their commitment to widening participation. To consider what this framing suggested about the values and culture of these universities – and where widening participation was positioned with this.

3. The case study universities Pre-92 universities Post-92 universities Oldchurch University – Russell Oldbeam University – Russell Oldlaw University – 94 Group Newdale University – University Alliance Neworth University – Million Plus Newbede University College – Guild HE

4. Bernstein and framing Framing, Bernstein (2000, p.204) suggests, ‘is a measure of the degree to which the transmitter of a message maintains control over communicative text’. Where strong framing is present, the smaller is ‘the space accorded for potential variation in the message’ (Bernstein, 2000, p.204) Where the framing is weak, there is much greater scope for individual voices and multiple messages, some of which may be in tension with one another.

5. Methodology What discourses are used to position widening participation work? Bernstein and ‘framing’ Fairclough’s Critical Discourse Analysis 3 pre-92 universities, incl 2 Russell Group institutions 3 post-92 universities, incl a university college 6 case study universities Document analysis Interviews with WP Managers Attendance at open days

6. Language and tone Staff frame the values of the university through the discourses they select This sends a message about the type of student they wish to attract The language and tone they select reveal assumptions about the audience (Burke, 2006) So, how was the widening participation message framed?

7. Russell Group university prospectuses ‘It matters to all of us here that the doors of this University are open to all students with the highest intellectual potential to succeed’ (my italics) (University of Oldchurch, 2007, inside cover) ‘For over 100 years, we have welcomed scholars and academics to our university to learn, research and share their knowledge.’ (University of Oldbeam, 2007, p.4)

8. Russell Group university open days Audience at Oldbeam University Open Day are shown errors made on UCAS forms. Errors include dyslexic-type mistakes Message is that the university do not accept such students. A member of staff at Oldchurch University Open Day referred to the need for students to be organised ‘and not reliant on someone calling up the stairs that it’s time to get up for school’.

9. Interviews with Russell Group wp managers ‘the clear message is “we’ve got to make this fair so that everyone’s got a fair crack at it, but we cannot compromise on the academic standards”… there comes a point where if we lower academic offers, the student simply won’t cope when they’re here’. (WP Manager, University of Oldchurch). ‘This isn’t for everyone. 50% of people are not expected to go on to higher education’. (WP Manager, University of Oldbeam)

10. The post-92 university open days ‘We are the friendliest university in the region’ (University of Neworth) Staff made comments suggesting that they looked forward to meeting students when and not if they enrolled at the institution (Newbede University) Admissions Tutor: ‘If you have any questions, no matter how trivial, please ring and we will be happy to talk to you.’ (University of Neworth)

11. The post-92 university prospectuses ‘…you are welcome. Whoever you are, whatever your background, age, nationality or religion. Your ambitions are no less important than anyone else’s; so take your place, take part and get on.’ (University of Neworth, 2007, inside cover) Avoidance of any suggestion that their institutions sought to exclude students through rationing of places.

12. Interviews with wp managers in post-92 universities ‘In terms of a shared commitment to widening participation – there has to be…We have to have that kind of commitment because of the kinds of students that we have – we’ve got to be a welcoming institution…otherwise where are we going to get these students from?’ (WP Manager, Newdale University). [there is] ‘a moral imperative behind having an equal community and a diverse community…when I came to work here, that struck me very much - that I was coming along to do this job about widening participation, and it seemed to be headlined in the mission of the institution’ (Newbede)

13. Summary: the post-92 institutions Post-92 institutions were keen to emphasise their ethos as friendly and welcoming places. This was message was consistent across a range of settings – the commitment to wp seemed to be culturally embedded. The widening participation message was strongly framed.

14. Summary: the pre-92 institutions Pre-92 universities were keen to highlight the quality and prestige of their institution. Messages about widening participation tended to be contingent and in some cases undermined. This ‘quality’ message was strongly framed. The framing of widening participation was much weaker.

15. Does this matter? Does it matter that some institutions might exhibit tensions in their commitment to wp through these discourses?

16. References Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. (Rev. ed.) Oxford: Rowman and Littlefield. Burke, P.J. (2006) ‘Fair Access? Exploring gender, access and participation beyond entry to higher education’. In B. Francis and C. Leathwood (eds.) Gender and Lifelong Learning: Critical Feminist Engagements. Routledge: Abingdon, Oxon and New York, NY. Fairclough, N. (1995) Critical Discourse Analysis – The Critical Study of Language. London and New York: Longman. Graham, C.L. (2010) Institutional commitment to widening participation: Mission, Rhetoric and Framing. University of Birmingham. http://etheses.bham.ac.uk/1117/ Jones, R. and Thomas, L. (2005) The 2003 UK Government Higher Education White Paper: a critical assessment of its implications for the access and widening participation agenda. Journal of Education Policy, 20 (5), pp.615-630. Shaw, J., Brain, K., Bridger, K., Foreman, J., Reid, I. (2007) Embedding widening participation and promoting student diversity. What can be learned from the business case approach? York, Higher Education Academy.