This edited collection demonstrates how discourses and practices associated with marketisation, differentiation and equality are manifested in UK higher education today. Uniting leading scholars in higher education and equality in England, the contributors and editors expose the contradictions arising from the tension between aims for increased equality and an increasingly marketised higher education. As the authors seek to reveal both the intended and unintended consequences of the intensified marketisation of the sector, they critically examine the implications of these changes. In doing so, they reveal the ways in which institutional policy and discourse are involved in masking the contradictions between an educational marketplace and education as a vehicle for advancing equality and social justice. This pioneering volume will be of interest and value to students and scholars of higher education in England, education policy and the marketisation of higher education, as well as policy makers and practitioners.

This edited collection demonstrates how discourses and practices associated with marketisation, differentiation and equality are manifested in UK higher education today. Uniting leading scholars in higher education and equality in England, the contributors and editors expose the contradictions arising from the tension between aims for increased equality and an increasingly marketised higher education. As the authors seek to reveal both the intended and unintended consequences of the intensified marketisation of the sector, they critically examine the implications of these changes. In doing so, they reveal the ways in which institutional policy and discourse are involved in masking the contradictions between an educational marketplace and education as a vehicle for advancing equality and social justice. This pioneering volume will be of interest and value to students and scholars of higher education in England, education policy and the marketisation of higher education, as well as policy makers and practitioners.

Widening access to university has become a major component of education policy in the past few decades, particularly in the UK and Europe. The aim is to make a university education more accessible for people from traditionally under-represented backgrounds and to ensure student bodies reflect the diversity of wider society. This key volume presents, for the first time, a critical analysis of the 'business of widening participation' in a marketised context, featuring contributions from some of the major academic and practitioner researchers in the field. Encompassing how WP policy (as a subset of HE policy) is made, enacted and implemented at various stages, also presented are multiple professional and cultural perspectives on how WP is experienced and understood by those enacting policy. Chapter authors explore how the two aspects of the 'business of widening participation' work together to shape how WP is understood and done, as well as the possibilities for doing otherwise by employing a dual usage of the term 'business' in relation to WP. The first, figurative, usage explores the ways in which WP has been drawn into institutional positionality as HE providers differentiate themselves in the market; the second, literal, usage explores the ways in which WP policy is actuated by HE providers (including 'alternative' providers and FE colleges), state actors and third sector and private organisations increasingly engaged in the delivery of WP interventions and as policy stakeholders in this field. Offering both a comprehensive policy history of widening participation in UK higher education and exploration of how that policy has translated into institutional practices in different contexts, this timely work offers new analysis to academics familiar with the field whilst also offering sufficient background to practitioners who may be less familiar with the historical context and academic debates around WP.

This book traces the development of a fully marketised higher education system in England over a 30-year period, and identifies five distinct stages of market reforms culminating in the Higher Education and Research Act (HMSO, 2017). The Act shifted the risks of institutional failure (and the prospect of market exit) onto applicants, presenting them with ever more applicant choice information and encouraging them to use their consumer behaviour to oblige weaker providers' lower tuition fees or lose market share to new competitors. The new regulatory regime represents a marked departure from previous attempts to introduce market dynamism into the sector and places the English HE system at the forefront of a global trend of system marketisation. The book employs a critical policy discourse analysis and addresses several key aspects of the current higher education policy landscape. It considers the extent to which there been a continuity of policy from the encouragement of efficiencies and accountability in the 1980s to the emphasis on competition and risk in 2017; whether the marketisation process is designedly cumulative or has developed in response to factors beyond the control of policymakers; and what the English case can tell us about the nature of neoliberalism and the future trajectories of other national systems in the process of marketising and differentiating their institutions.

We know higher education is more than effective teaching and learning. This series examine the issues impacting HE providers, students, reputations and longevity of institutions across the world. Great Debates are just that - discussions designed to assess and evaluate the state of higher education systems, policies as well as social and economic impacts looking at inclusivity, accessibility, safety and leadership. These topics resonate with students, researchers and HE administrators alike. Titles included in this set: Teaching Excellence in Higher Education:Challenges, Changes and the Teaching Excellence Framework; British Universities in the Brexit Moment:Political, Economic and Cultural Implications; Higher Education Funding and Access in International Perspective; Sexual Violence on Campus:Power-Conscious Approaches to Awareness, Prevention, and Response; Evaluating Scholarship and Research Impact:History, Practices, and Policy Development; Access to Success and Social Mobility through Higher Education:A Curate's Egg?; The Marketisation of English Higher Education:A Policy Analysis of a Risk-Based System; Refugees in Higher Education:Debate, Discourse and Practice; Radicalisation and Counter-Radicalisation in Higher Education; Perspectives on Access to Higher Education:Practice and Research; Cultural Journeys in Higher Education:Student Voices and Narratives; Degendering Leadership in Higher Education;

This book is a starter 'DIY' text for practitioners who are looking to conduct evaluation studies and research as part of their own professional practice. The growing emphasis on evidence-based practice means that there is an increasing need for practitioners to have at least a basic understanding of research, be aware of methodological pitfalls and to be updated on new methods. This book provides a practical, user-friendly guide to social science research methods for professionals who have benefited from little, if any, formal research methods training but find themselves in a role that requires them to read and understand complex research findings and carry out their own research as part of their professional practice. Practical Research and Evaluation is aimed at practitioners working in education, health, social care and community work. Many in this market are non-graduates or are those whose study did not contain a research element, but are required to know how research works. This book has three main aims which will benefit this audience - to enable readers to carry out small-scale research projects of their own, provide them with the basic understanding necessary to commission research, and enable them to better understand and evaluate critically research reports. This book is designed specifically for 'Do-it-Yourself' researchers working in the public or voluntary sectors. It is accessible and relevant to practitioners, uses non-technical language wherever possible and employs grounded examples, practical tips, checklists and readings lists throughout.