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Centre for Higher Education Equity and Access

Centre for Higher Education Equity and Access. University of Birmingham, UK. The Centre for Higher Education and Access (CHEEA) is dedicated to researching the following issues:. Equity and efficiency in participation in higher education Variation in access to elite universities

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Centre for Higher Education Equity and Access

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  1. Centre for Higher Education Equity and Access University of Birmingham, UK

  2. The Centre for Higher Education and Access (CHEEA) is dedicated to researching the following issues: • Equity and efficiency in participation in higher education • Variation in access to elite universities • The effects of policy and practice on participation and fair access • Finance, information and students’ choices in higher education

  3. The main activities of CHEEA are: • Funded research projects • Consultancy • International Collaboration • Dissemination of research through publications and events • Supporting the Outreach work of the University of Birmingham through evaluation and advice • Supervision of doctoral students

  4. Staff

  5. Research Projects 2011-2013 Labour market expectations, relative performance and subject choice, (The Nuffield Foundation). 2010/2011     Aspirations, attitudes, behaviour and attainment: a review of causality (Joseph Rowntree Foundation) 2009 Mature Students Bridging to University: an international evaluation of models and approaches to access (England and New Zealand). 2009-2010 Information Needs of Undergraduate Students, Higher Education Funding Council for England, (in collaboration with Oakleigh Consulting).

  6. Example Project: Labour market expectations, relative performance and subject choice This project evaluates effects of providing students with information about the differences between earnings of graduates from different subjects. The research focuses on 15/16 year old students choosing subjects to study in the sixth form (Year 12). The research focuses on an intervention through which students are provided are provided with information about graduate earnings. The effect of this intervention is evaluated using a randomised controlled trial. Students in ‘control’ schools also receive a ‘special’ lesson which does not provide them with information about earnings. Evidence will be collected by short questionnaires before the intervention, immediately after and then again when students are in their first sixth form year. Qualitative interviews will be used to check the interpretation of students’ questionnaire responses. The effect of the intervention will be measured through students’ preferences towards subjects before they start Year 12 and the actual courses they are studying in Year 12.

  7. Selected publications Bowl, M. and Whitelaw, L. (2010) ‘Be prepared: Preparing mature students for university entry in England and Aotearoa New Zealand’ Widening Participation and Lifelong Learning12, 1, pp. 13-29. Davies, P., Mangan, J., Hughes, A. and Slack, K. (2012) Labour market motivation and students’ choice of degree subject. British Educational Research Journal. iFirst Ecclestone, K., Biesta, G. and Hughes, M. (eds) (2009). Transitions and Learning through the Lifecourse (London, Routledge) Gorard, S. and Smith, E. (2010). Equity in Education: an international comparison of pupil perspectives, London: Palgrave. Naylor, P., Parker, S. and Warmington, P. (2005) The pragmatic reality of widening participation in higher education, Journal of Access Policy and Practice 2, 2, pp.140-160. See, BH, Torgerson, C., Ainsworth, H., Gorard, S., Low. G. and Wright, K. (2011) The factors that promote high post-16 participation of some ethnic minority groups in England: a systematic review of the UK-based literature, Research in Post-compulsory Education, 16, 1, 85-100.

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