Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course.

Edited by Miriam David, the Associate Director of the ESRC s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy.

Improving Learning by Widening Participation in Higher Education also considers:

• the changing UK policy contexts of post-compulsory education;
• how socio-economically disadvantaged students raced and gendered fare through schools and into post-compulsory education;
• the kinds of academic and vocational courses, including Maths, undertaken;
• the changing forms of institutional and pedagogic practices within higher education;
• how adults view the role of higher education in their lives.

This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course.

Edited by Miriam David, the Associate Director of the ESRC s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy.

Improving Learning by Widening Participation in Higher Education also considers:

• the changing UK policy contexts of post-compulsory education;
• how socio-economically disadvantaged students raced and gendered fare through schools and into post-compulsory education;
• the kinds of academic and vocational courses, including Maths, undertaken;
• the changing forms of institutional and pedagogic practices within higher education;
• how adults view the role of higher education in their lives.

This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.

This book examines access, lifelong learning and education for all, which have been policy preoccupations in all countries for more than half a century, but have been overlaid and pushed aside by the development of mass higher education. The authors examine what has been achieved, what lessons have been learnt and what still remains to be done, addressing matters of equity, agency, community, mobility and hierarchy.

In recent years, further education colleges have been asked to play an increasingly important role as providers of higher education programmes. Following the recommendation of the Dearing inquiry that colleges be accorded a special mission in sub-degree higher education, they have become key partners in the design and teaching of new-style Foundation degrees. In so doing, they are expected to meet employer demand for higher-level skills and broaden the social base of undergraduate education. Aimed at senior managers and higher education coordinators and tutors, this book is a guide to institutional strategy and good practice in the provision of higher education in further education. It addresses issues of organisation, planning and funding as well as staffing, teaching and quality assurance.

The landscapes of higher education have been changing rapidly, with enormous growths in participation rates in many countries across the world, and major developments and changes within institutions. But the languages that we need to conceptualise and understand these changes have not been keeping pace. The central argument in this book is that new ways of thinking about higher education, the new languages of its title, are needed to understand the role of universities and colleges in contemporary society and culture and the global economy, new landscapes. Over-reliance on existing conceptualisations of higher education, has made it difficult to understand fully the nature of 21st-century higher education. It may also have encouraged a view that there is no alternative to the development of more marketized forms of higher education. The analysis offered suggests that the future is much more open. It argues that familiar categories, normally accepted as givens, are actually more fluid. 'Systems' of higher education, whether expressed through direct public funding or through regulatory regimes, are being eroded. 'Institutions', often assumed to be to be given enhanced agency by more corporate forms of management and governance), are no longer powerful actors, if they ever were. 'Research', often corralled by assessment and management systems, is becoming more diffuse and distributed. 'Learning', supposedly more focused on skill outcomes and employability, retains a more broadly educative function. The 'publicness' of higher education has not disappeared as public funding has diminished, but taken on new forms. With contributions from leading figures, drawn from a wide range of countries, this book provides an authoritative analysis of many of the major issues which dominate discussion with respect to policy, practice and research in the field of higher education, and it can expect to become a major source book for all who are interested in the development of higher education in the 21st Century.