Geographic and Social Mobility of UK Higher Education Students
Lead Research Organisation:
University of Bath
Department Name: Education
Abstract
The creation of a fairer society through social mobility is high on the political agenda in the UK. It is often assumed that widening participation in higher education (HE), through various policies and initiatives, will equate to a fairer and more socially mobile society. Yet, while more disadvantaged groups are now progressing to HE, social mobility remains weak, suggesting that this is an over-simplified picture of the ways in which social inequalities are (re)produced in countries like the UK. The geographical (im)mobility of young people at this key transition point is rarely alluded to here, in terms of its significance in shaping social (im)mobility. In spatially diverse countries like the UK, access to universities, key labour markets, social networks, and other valuable resources often necessitate some degree of geographical mobility. In addressing social inequalities in wider society, it is therefore crucial to understand the nature of student flows across diverse parts of the UK, including the rationales different young people have for their (im)mobility to and from different places. There is already some evidence to suggest that the costs of HE study can deter the most disadvantaged young people from moving away for their studies, but what other place-based factors, including the cultural, social, and economic characteristics of localities might be important in shaping student (im)mobility? This interdisciplinary project will undertake an innovative and far-reaching programme of policy relevant research addressing the mobility patterns of UK HE students. The value of this research has been endorsed by all four UK HE Funding Councils, the UK Government's Social Mobility and Child Poverty Commission (Chaired by Rt. Hon. Alan Milburn), The Sutton Trust, and Universities UK. These organisations are members of the project stakeholder group and will be closely involved in the research and dissemination programme, ensuring that the research addresses areas of policy relevance and reaches a wide audience.
This novel research will uncover, for the first time, the nature of student flows within and across the four countries of the UK, together with rich and in-depth understandings about how they are shaped. Taking into account the socially, economically, politically and culturally diverse nature of UK society, the project will seek to understand the placed nature of educational decision making in particular. This unique work is interdisciplinary in nature, drawing on, and contributing to, the academic disciplines of geography, education, and sociology. The research is mixed methods and organised around two distinct but sequential phases, which include large scale quantitative analysis of UK-wide student records data (phase 1) that will frame the collection of new qualitative data (phase 2). Phase 1 will involve advanced spatial analysis to examine student flows at country, region, and locality levels, producing innovative graphics displaying these spatial movements in visual form. This analysis will explore patterns and relationships between student movements and social as well as spatial characteristics. In the second phase, qualitative research will take place in 10 purposefully selected case study schools across the UK, selected on the basis of criteria developed from the quantitative analysis. To explore the sorts of factors shaping young people's mobility patterns, data collection will involve interviews with young people, two members of their social network, as well as observation of their school contexts. These rich qualitative data will dig beneath the surface of the quantitative patterns, capturing how young people's subjective experiences of space and their own geographical imaginaries impact on their geographic (im)mobility. It will explore how these relationships to place and mobility intentions are constructed and influenced by their individual biographies, social network and school.
This novel research will uncover, for the first time, the nature of student flows within and across the four countries of the UK, together with rich and in-depth understandings about how they are shaped. Taking into account the socially, economically, politically and culturally diverse nature of UK society, the project will seek to understand the placed nature of educational decision making in particular. This unique work is interdisciplinary in nature, drawing on, and contributing to, the academic disciplines of geography, education, and sociology. The research is mixed methods and organised around two distinct but sequential phases, which include large scale quantitative analysis of UK-wide student records data (phase 1) that will frame the collection of new qualitative data (phase 2). Phase 1 will involve advanced spatial analysis to examine student flows at country, region, and locality levels, producing innovative graphics displaying these spatial movements in visual form. This analysis will explore patterns and relationships between student movements and social as well as spatial characteristics. In the second phase, qualitative research will take place in 10 purposefully selected case study schools across the UK, selected on the basis of criteria developed from the quantitative analysis. To explore the sorts of factors shaping young people's mobility patterns, data collection will involve interviews with young people, two members of their social network, as well as observation of their school contexts. These rich qualitative data will dig beneath the surface of the quantitative patterns, capturing how young people's subjective experiences of space and their own geographical imaginaries impact on their geographic (im)mobility. It will explore how these relationships to place and mobility intentions are constructed and influenced by their individual biographies, social network and school.
Planned Impact
Non-academic beneficiaries of this project include:
POLICY-MAKERS
Findings from this research will be valuable to policy-makers across the UK as they seek to develop evidence-based solutions to addressing weak rates of social mobility. The project directly addresses key policy questions such as: should more local based HE provision be encouraged? Should funding and support mechanisms be put in place to encourage greater geographical movement of young people from disadvantaged backgrounds? Given that this project is UK-wide, it will also shed light on the impact on student mobility of distinctly different policy approaches across the four countries. It will offer insight into the impact of different changes to tuition fees across different parts of the UK, contributing in a timely way to current policy debates in this area. New evidence will be generated about the significance of student (im)mobility across different parts of the UK for young people from the most disadvantaged social backgrounds, enabling different Governments to develop and adapt policies in a more targeted way.
The UK Government's Social Mobility and Child Poverty Commission will be one of the key mechanisms used to disseminate the research to policy-makers. The work will also be presented at an ESRC seminar series which brings together policy-makers from across the UK, as well as being disseminated to key policy actors through policy briefings (see pathways to impact).
CHARITIES AND 'THINK-TANKS'
Charities and 'think-tanks' that are interested in social mobility, education and young people will benefit from gaining a greater understanding of the ways in which geographical mobility may be implicated in social mobility, as well as of the geographic mobility experiences of young people growing up in Britain today. This knowledge will help inform their own work programmes as well as the campaigning and lobbying work they engage in. The Sutton Trust is part of the stakeholder group, and findings will be disseminated to other similar organisations through policy briefs, blogging and the project's online/social media presence (see pathways to impact).
HIGHER EDUCATION SECTOR ORGANISATIONS
Non-governmental bodies in the HE field will also be interested in the findings of this research, especially the four UK Funding Councils (that are all part of the project's stakeholder group), who are responsible for the provision, financing and regulating of HE across the UK. The findings will particularly benefit them in terms of understanding how to tackle barriers to HE in their particular contexts, including issues around the geographical provision of HE opportunities.
UNIVERSITIES
Universities will also benefit from this research, especially given the increasing onus placed on them to widen the social characteristics of their intake, which necessitates a better understanding of the barriers to access for their particular institution. The findings from this research will help them to address this by uncovering how mobility and young people's geographical imaginaries might be implicated here. This is particularly pertinent for research-intensive HEIs, which tend to be the most socially exclusive institutions and are also unevenly spread across the UK.
SCHOOLS AND CAREERS ADVISORY SERVICES
Schools and careers advisory services will benefit from an increased awareness and understanding of the needs of young people in terms of information, advice and guidance (IAG). They will also gain a greater understanding of the impact they can have on young people's HE transitions and life course.
YOUNG PEOPLE AND WIDER SOCIETY
Insights from this study will help to address inequalities in society and so benefit those from disadvantaged backgrounds. For example, the study will bring to the surface often over-looked and hidden barriers concerning the mobility patterns of different groups, located in different areas of the UK.
POLICY-MAKERS
Findings from this research will be valuable to policy-makers across the UK as they seek to develop evidence-based solutions to addressing weak rates of social mobility. The project directly addresses key policy questions such as: should more local based HE provision be encouraged? Should funding and support mechanisms be put in place to encourage greater geographical movement of young people from disadvantaged backgrounds? Given that this project is UK-wide, it will also shed light on the impact on student mobility of distinctly different policy approaches across the four countries. It will offer insight into the impact of different changes to tuition fees across different parts of the UK, contributing in a timely way to current policy debates in this area. New evidence will be generated about the significance of student (im)mobility across different parts of the UK for young people from the most disadvantaged social backgrounds, enabling different Governments to develop and adapt policies in a more targeted way.
The UK Government's Social Mobility and Child Poverty Commission will be one of the key mechanisms used to disseminate the research to policy-makers. The work will also be presented at an ESRC seminar series which brings together policy-makers from across the UK, as well as being disseminated to key policy actors through policy briefings (see pathways to impact).
CHARITIES AND 'THINK-TANKS'
Charities and 'think-tanks' that are interested in social mobility, education and young people will benefit from gaining a greater understanding of the ways in which geographical mobility may be implicated in social mobility, as well as of the geographic mobility experiences of young people growing up in Britain today. This knowledge will help inform their own work programmes as well as the campaigning and lobbying work they engage in. The Sutton Trust is part of the stakeholder group, and findings will be disseminated to other similar organisations through policy briefs, blogging and the project's online/social media presence (see pathways to impact).
HIGHER EDUCATION SECTOR ORGANISATIONS
Non-governmental bodies in the HE field will also be interested in the findings of this research, especially the four UK Funding Councils (that are all part of the project's stakeholder group), who are responsible for the provision, financing and regulating of HE across the UK. The findings will particularly benefit them in terms of understanding how to tackle barriers to HE in their particular contexts, including issues around the geographical provision of HE opportunities.
UNIVERSITIES
Universities will also benefit from this research, especially given the increasing onus placed on them to widen the social characteristics of their intake, which necessitates a better understanding of the barriers to access for their particular institution. The findings from this research will help them to address this by uncovering how mobility and young people's geographical imaginaries might be implicated here. This is particularly pertinent for research-intensive HEIs, which tend to be the most socially exclusive institutions and are also unevenly spread across the UK.
SCHOOLS AND CAREERS ADVISORY SERVICES
Schools and careers advisory services will benefit from an increased awareness and understanding of the needs of young people in terms of information, advice and guidance (IAG). They will also gain a greater understanding of the impact they can have on young people's HE transitions and life course.
YOUNG PEOPLE AND WIDER SOCIETY
Insights from this study will help to address inequalities in society and so benefit those from disadvantaged backgrounds. For example, the study will bring to the surface often over-looked and hidden barriers concerning the mobility patterns of different groups, located in different areas of the UK.
Organisations
People |
ORCID iD |
| Michael Donnelly (Principal Investigator) |
Publications
Davies J
(2021)
Geographies of elite higher education participation: An urban 'escalator' effect
in British Educational Research Journal
Donnelly M
(2018)
Regional structures of feeling? A spatially and socially differentiated analysis of UK student im/mobility
in British Journal of Sociology of Education
Donnelly M
(2019)
The field of graduate recruitment: leading financial and consultancy firms and elite class formation.
in The British journal of sociology
Donnelly M
(2022)
Accent and the manifestation of spatialised class structure
in The Sociological Review
Donnelly M
(2022)
Spatial Imaginaries and Geographic Division within the UK: Uneven Economic Development, Ethnicity and National Identity
in Sociology
Donnelly M
(2018)
A 'home-international' comparative analysis of widening participation in UK higher education
in Higher Education
Donnelly M
(2019)
Spatial structures of student mobility: Social, economic and ethnic 'geometries of power'
in Population, Space and Place
Donnelly M
(2019)
Mapping the relational construction of people and places
in International Journal of Social Research Methodology
Donnelly M
(2019)
A Sociolinguistic Perspective on Accent and Social Mobility in the UK Teaching Profession
in Sociological Research Online
| Description | Objectives Taking an interdisciplinary and mixed method approach, this project set out to address the geographic and social im/mobilities of UK higher education (HE) students. In terms of the substantive research, the key aims included: i) to explore quantitatively spatial patterns in the geographical movement of young people for their HE studies, examining how such patterns are associated with individual, social and spatial factors, and ii) to explore qualitatively how different quantitative patterns in the geographical mobility of HE students are shaped. Data and methods These aims were achieved by drawing on administrative student records data, obtained from the Higher Education Statistics Agency (HESA) as well as carrying out an extensive programme of qualitative research across selected localities in the UK. Quantitative analyses involved tracing the spatial trajectories of entire cohorts of university entrants, using richly detailed information on their backgrounds to examine associations with their socio-spatial im/mobilities. The qualitative research involved over 200 interviews with young people, across 20 different localities, as well as the collection of over 1,000 self-completed maps (using the 'mapping tool' developed as part of the project. Findings Whilst 'going away' to university is often thought of as a time when young people leave home, and re-locate to a distant part of the country, in reality, this is not the case for the majority of young people. It is especially not the case for the most disadvantaged young people and those from certain ethnic minority groups. Geographic mobility for university study was found to be something that the most socio-economically advantaged groups did, and was especially less common for Pakistani and Bangladeshi ethnic groups. Attending a private school also makes you substantially more likely to move away, and migrate the greatest distance for university. These quantitative patterns are reflective of classed and ethnically diverse practices and versions of what is valued and matters most in the transition to adulthood. These diverse meanings were evident when comparing the diverse sample of participants, who conceived of university in qualitatively distinct ways, and their im/mobility intentions are one manifestation of these diverse understandings. However, it was the role of place that was discovered to be one of the most important factors shaping young people's im/mobilities. In examining regional patterns, significantly, it was the student's 'home' region which emerged as the most important factor driving im/mobility even when social, ethnic and educational differences are held constant. The importance of place was examined further in relation to whether the ethnic diversity of universities, as well as the localities where they are situated, plays a role in shaping the movements of young people. It was found that white students are more likely than their ethnic minority peers to move towards a university which is more ethnically diverse than their home neighbourhood. As part of the extensive programme of qualitative research, a new mapping tool was developed. This tool made an important methodological advancement to eliciting data on people and places by accounting for their inherently relational construction. It was shown to provide a novel way of collecting information about the qualitative nature of ties and relationships which work to position people and places within social space. Using this tool, the qualitative significance of places was revealed in a richly detailed way, in terms of their cultural, social, and economic importance for different groups. In determining their geographic destinations, it was the places themselves (as well as the universities) which mattered. Young people from the most affluent backgrounds chose not only to attend elite universities, but also intended to migrate to geographic localities that were important in maintaining their class position. In contrast, the familiarity of home environments, and a 'fear of the unknown' about distant spatial locations, often acted to keep those from lower social class groups anchored in place. The ethnic composition of localities and universities was also found to shape the choices about where, geographically, young people from ethnic minority groups intended to study for university. It was also observed that the migratory tracks followed by students were often deeply embedded within historical movements, for example Northern Irish young people moving to certain regions and localities of England where there is a history of their migration. |
| Exploitation Route | The research has substantially raised awareness about the distances young people travel to attend university as well as ethnic diversity in higher education. The two policy briefs produced (forming part of the pathways to impact) on these topics received extensive attention in the national media, including features on national radio, television and newspapers. This worked to raise public awareness and generate interest from policy-makers and practitioners. Findings from the research raise key issues and concerns for public policy and the development of higher education policy in particular. The social, ethnic and geographic differences in whether or not a young person moves a significant distance for university is particularly pertinent. These findings have already been presented to relevant groups, and will continue to be communicated through planned visits and engagement activities in line with the pathways to impact activities. The development of a new 'mapping tool' has significant implications for how researchers go about generating new knowledge about people and places. This tool will be published in academic journals, and has been presented at various conferences with further events planned - providing an effective means for researchers to apply the method themselves and develop it further. Drawing on the Higher Education Statistics Agency (HESA) data-set has added to an already large body of work that has successfully used this data. It has further proven the ability of this data-set to address important and policy-relevant questions, and the publication of these findings provides a further example for researchers to draw on when considering the utility of this data. |
| Sectors | Communities and Social Services/Policy,Education |
| Description | In line with the pathways to impact, two policy briefs showcased key findings from the research, which received extensive attention in the national media, including features on national radio, television and newspapers. One of these policy briefs was published by the influential social mobility charity, the Sutton Trust. As a direct result, the research has substantially raised public understandings and awareness about the prevalence of migration for university, including the distances young people travel to attend university as well as inequalities between social and ethnic groups. The programme of research undertaken here has also generated a significant increase in awareness about the ethnic diversity of universities and the localities they are situated within - which was as a result of the second policy brief, published by the Institute for Policy Research (a leading public policy research institute, based within the University of Bath). |
| First Year Of Impact | 2017 |
| Sector | Communities and Social Services/Policy,Education |
| Impact Types | Societal |
| Description | Research featured as part of ESRC Evidence Briefing |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| URL | https://esrc.ukri.org/files/news-events-and-publications/evidence-briefings/student-mobility-and-loc... |
| Description | PhD Studentship Competition - Widening Participation Research |
| Amount | £60,000 (GBP) |
| Organisation | University of Bath |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 06/2017 |
| End | 05/2020 |
| Description | Article in The Independent |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Article published in The Independent reporting on findings from the IPR Policy Brief on ethnicity in higher education |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.independent.co.uk/news/education/education-news/uk-universities-ethnically-segregated-bme... |
| Description | Article on BBC online |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | An article was published on BBC Online reporting on findings from the IPR Policy Brief on ethnic diversity in higher education |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.bbc.co.uk/news/education-40926117 |
| Description | Articles across online and print media - reporting on 'Home and Away' report |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | 29 articles were published across various national, local and regional news outlets reporting on the 'Home and Away' report written as part of the project and published by the Sutton Trust. These news outlets included large national broadsheets and online news channels (e.g. BBC Online, The Independent, Times Higher Education) as well as more regional and local news outlets (e.g. Irish News, Lancashire Telegraph). A full list of the media reports can be found by following the link provided here. These media reports generated a huge amount of publicity, followed-up by requests for further information, comment and discussion. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.suttontrust.com/research-paper/home-and-away-student-mobility/ |
| Description | Dialogue with Special Advisor to UK Government Secretary of State for the Environment |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A special advisor for the Secretary of State for the Environment requested expertise on the geography of higher education participation to inform the development of the UK Government's social mobility strategy. This dialogue resulted in an increased knowledge and awareness of the current evidence base on geographical inequalities in education and the work of the current research project. It helped to inform and shape the special advisor's thinking and knowledge base which in turn influenced the Government's work on social mobility. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Diversity troubles - comprehensive solutions to HE's racial segregation |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Drawing on our research into ethnic diversity in higher education, we wrote an opinion piece for WonkHE, published online, August 2017, which generated requests for further information and direct comments on the piece. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://wonkhe.com/blogs/diversity-troubles-comprehensive-solutions-to-hes-racial-segregation/ |
| Description | Ethnic segregation: a tough problem to solve in UK universities |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Based on our research into ethnic diversity in higher education, we wrote an opinion piece for the Times Higher Education, published online, August 2017, which generated requests for further information and direct comments on the piece. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.timeshighereducation.com/blog/ethnic-segregation-a-tough-problem-to-solve-in-uk-universi... |
| Description | Findings reported on LBC Radio |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Findings from the research published by the IPR were reported and discussed on LBC Radio |
| Year(s) Of Engagement Activity | 2017 |
| Description | Interviewed on BBC Asian Network |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Dr Michael Donnelly was interviewed on BBC Asian Network about the findings reported in the IPR Policy Brief on ethnic diversity in higher education |
| Year(s) Of Engagement Activity | 2017 |
| Description | Invited speaker and panel member for launch of the Bridge Group's report, 'the influence of place: geographical isolation and progression to higher education' |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | I was invited to share findings from the project at the launch of a report by the Bridge Group on the relationship between geographic isolation and progression to higher education. As part of the event, I talked about the significance of the Bridge Group's work and was part of a panel debate/discussion with audience members. The event attracted policy-makers and professionals from across the UK, including members of the UK Government, third sector charities, widening participation practitioners and local authority professionals. This widened my own network of contacts and presenting my research created further discussion and increased interest in the project. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://thebridgegroup.org.uk/event/geographical-isolation-report-launch/ |
| Description | Meeting with Office for Fair Access (England) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A meeting was held with the Head of Strategy and Change from the Office for Fair Access. The purpose of the meeting was to inform the Office for Fair Access about the aims and objectives of the project and to gain their perspective on the key issues and how the research should progress. The discussion resulted in an increased understanding about the organisations current thinking around the issue which has been incorporated into the research approach and strategy. It also generated interest in the work by the Office for Fair Access and as a result the organisation agreed to join the project Stakeholder Group to enable further future dialogue and knowledge exchange. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Membership of The Western Outreach Network's Evaluation Working Group (part of HEFCE's National Collaborative Outreach programme) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Membership of the Western Outreach Network's Evaluation working group involves providing expertise and guidance on developing the evluation strategy for the work of the network, which primarily involves university outreach activities. The purpose of the network's outreach activities are to address geographical 'gaps' in higher education participation - and so relates strongly to the work of the ESRC project. Findings from the project will be used to inform and shape understandings of those evaluating these activities, including the development and implementation of research approaches. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.won.ac.uk/about/the-western-outreach-network-%28wo |
| Description | Membership of Working Group - the Rural and Coastal Disadvantage Project (led by The Bridge Group) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Third sector organisations |
| Results and Impact | Membership of the Bridge Group's working group on rural and coastal disadvantage involves advising and guiding their research into how geography impacts on higher education participation. Drawing on insights from the ESRC project, participation in this working group has involved providing expertise on the overall research strategy as well as the development of research approaches including research tools. Given how close the research is to the aims of the ESRC project, it is possible to have a high level of influence in shaping the future development of the project and to the future work of the Bridge Group in this area. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://thebridgegroup.org.uk/research-and-policy/tackling-geographical-disadvantage/ |
| Description | Policy brief challenges UK universities on ethnic make-up of students |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Publication of the 'Diverse places of learning' policy brief was followed by a press release on the report, which generated a large number of news articles across online and print media |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.bath.ac.uk/announcements/policy-brief-challenges-uk-universities-on-ethnic-make-up-of-stu... |
| Description | Six ways to bridge the gap between rich and poor at university |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | An article we have written and published in The Conversation responded to the current UK Government review of student finance, drawing out key recommendations from the ESRC research to feed into the review. This generated further enquiries from a range of sources, including civil servants working on the Government review, with plans made for further engagement with the review drawing on the research findings. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://theconversation.com/six-ways-to-bridge-the-gap-between-rich-and-poor-at-university-92486 |
| Description | Stakeholder Group Event (Central London) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A stakeholder group has been established to inform the development of the research strategy and help disseminate outcomes, ensuring that the impact of the research is maximised. This group includes all four funding councils from each jurisdiction of the UK (Higher Education Funding Council for England, Higher Education Funding Council for Wales, Department for Economy Northern Ireland, and Scottish Funding Council), the Office for Fair Access, the Sutton Trust, Universities UK, Department for Education (UK Government Ministry), and the Higher Education Policy Institute. Each of these groups have a key influence on shaping policy and practice. In January 2017, the group was convened in central London for a meeting in order to receive their feedback on the overall project aims as well as some preliminary analysis of regional student im/mobility. The aim was to gather stakeholder perspectives on what they understand to be the key issues and their priorities for further research. The team was also able to discuss more specific collaborative work with stakeholder members including pieces of analyses and co-publication of research findings. The meeting increased several stakeholder group members' knowledge and understanding about geographies of higher education participation - including the existing evidence base and gaps in research. Future meetings will continue to inform stakeholders about the topic, as well as seeking feedback from group members to help shape the direction of the research to ensure that it is aligned with the needs of those in the policy and practice spheres. |
| Year(s) Of Engagement Activity | 2017 |
| Description | UK Government response to research findings |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The UK Government's Department for Education published a blog piece in response to our research published by the Sutton Trust |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://dfemedia.blog.gov.uk/2018/02/27/education-in-the-media-tuesday-27-february-2018/ |
| Description | Unequal Mobilities |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Drawing on our research into inequalities in student mobility, we wrote a piece for WonkHE, which generated comments and further requests for information. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://wonkhe.com/blogs/unequal-mobilities/ |