Developing a Business Case for Embedding WP and Managing Student Diversity

Developing a Business Case for Embedding WP and Managing Student Diversity Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Overview Part 1: Widening Participation, Diversity and the HE Context Background on the diversity paradigm, how it relates to WP, business case for diversity Part 2: Developing a Business Case Benefits, costs, risks and barriers Part 3: Moving Forward The change process, managing change to create a desired outcome Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Part 1Widening Participation, Diversity and the HE Context Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Widening Participation A ‘portmanteau term’ (Watson, 2006) It may be: • A desired outcome • A process, activity or set of activities • A type of student Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Different approaches to WP Based on Wilson & Iles (1996); Jones and Thomas (2005) Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Student Diversity "Diversity is...the concept that people should be valued as individuals for reasons related to business interests, as well as for moral and social reasons.”(CIPD) • May be an outcome of WP activities • May be an outcome of other activities - e.g. employer engagement • A wide range of starting points Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

What is ‘Managing Diversity’? Two key assumptions: • The heterogeneity and diversity of social groups • Organisations can benefit from understanding and valuing difference and managing diversity effectively Both have implications for organisational change and professional practice - a business case Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Internally driven Rests on ‘business case’ Perceives MD as investment Drivers for Change Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Strategic Internalised by all Degree of Integration Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Difference perceived as asset/richness Mainstream adaptation advocated Perception of Difference Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Development for all individuals Universal initiatives Supported by wider pluralistic knowledge base Focus of Action Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

MD - Where are we? • Originally private sector • More recent application to public/not for profit sector • Focus on employment • Generally not as well developed in relation to customer/client diversity – especially student diversity Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Part 2Developing a Business Case Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Why should we engage in WP? • Because we have to? (Legal arguments) • Because we want to? (Ethical arguments) • Because it is in our interests? (Business case arguments) What are the implications of these different motivations? Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Why a Business Case? • Creates internal arguments for student diversity and WP based on benefits to institution • HE Sector is partially marketised, so ‘business’ arguments apply • HE sector is diverse, so not ‘one size fits all’ • Organisational change Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

However… In the HE context, mission commitment to issues of social justice important and valued THEREFORE • Social and ethical considerations form a core element of a business case. May link to history, reputation and issues of institutional self-identity. • Potential marketing/reputational implications. Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Elements of a Business Case • Potential benefits to the institution • Potential costs, risks and barriers • Differential impacts on different stakeholders • Do the benefits outweigh the costs? • Can the costs be met? Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

External Drivers Internal Drivers Recruitment ‘Pool of Talent’ Improving T&L New markets Reputation (Access to funding) Legislation Funding and policy drivers Ethical drivers - Social justice Organisational Change Mission Commitment Corporate Social Responsibility Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Potential benefits to institutions • Increased student numbers • Tapping the pool of talent • Improving teaching and learning • Access to funding • New roles and markets • Complying with legislation • Reputation Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Drivers for WP and Diversity Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Costs and risks • Additional cost of supporting the learning experience • Costs of low retention • New course development (for new student markets) • Academic standards • Diverting funding from ‘core business’ Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Barriers Internal barriers context specific, e.g. • Other activities such as research being more highly valued • Institutional history and perceptions held by prospective students (and some staff!) • Fear of adverse effect on existing student cohorts External barriers, e.g. funding system Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Part 3Moving Forward Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Institutional Change • Embedded WP means institutional change • Managing Diversity approach implies moving in line with institutional mission and integration within institutional strategy Should be: • Evidence based • Pan-institutional • Inclusive of all stakeholders Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Managing Change Change Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Explore: Gather Data • Examples from other HEIs • Existing literature and research • Recruitment, retention and transition figures • Student and staff feedback • Examples of effective practice • Horizon-scanning for external changes e.g. demographic change, new Govt policy Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Explore: Review • Identify assumptions in policies, e.g. that students will be 18-19; that A-levels are superior to vocational qualifications etc. • Identify assumptions in practices, e.g. that all students have European ‘cultural capital’; that mature students all have the same requirements etc. • Stakeholder views on status quo - including students Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Analyse • What does the evidence tell you about where you are now? • What does the evidence tell you about where you want or need to be? • What needs to change in order to get there? Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Decide For each option… Benefits: • Financial (short and long term) • Reputational, market positioning, student experience etc Costs: • Direct cost of change • Financial and other impacts on all areas of operation Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

REFLECT What is the nature of the preferred option: • Assimilation, ‘compensation’ or valuing difference? • Strategic or operational? • Central or peripheral? • Process or outcomes focused? • Targeting groups or recognising individual difference? What do different stakeholders think? Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Act: Pilot • Consult with all stakeholders on preferred options • Launch initial/pilot change programme with a system of continuous review • Include all stakeholders in implementation and review • Assess the outcomes of the pilot and use to inform further work - go through cycle again! Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Act: Mainstream • What are the performance indicators? • How well does the initiative scale up? • Could there be unforeseen implications? • How will initial and ongoing staff development needs be met? • How consistent is the change with the mission, vision and values of the institution? Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

How will you know that you have succeeded? Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Resources • Leadership Foundation for Higher Education: http://www.lfhe.ac.uk/diversity/dr/ • ‘Multicultural Awareness Project for Institutional Change’ http://www.education.umn.edu/CRDEUL/reports.html • Higher Education Academy: http://www.heacademy.ac.uk/ourwork/institutions Kevin Brain; Kath Bridger; Judith Foreman; Ivan Reid; Jenny Shaw

Developing a Business Case for Embedding WP and Managing Student Diversity