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In recent years, questions about the purpose of higher education (HE) have come to the fore as HE tuition fees have escalated both in the UK and internationally. The extent to which universities provide students with opportunities for developing skills needed not only for future employment but participation in civic life has become an important contemporary issue. Drawing on interviews with 29 graduates from three distinct types of UK higher education institutions (HEIs) ('elite,' 'old' and 'new'), the paper explores the extent to which the pedagogical experiences provided by these different institutions offer students the sorts of experiences and skills needed for later civic participation. Our analyses suggest that the pedagogical arrangements in these institutions are highly differentiated and provide varying opportunities for developing civic skills. Whilst this potentially has significant implications for the cultivation of students' civic skills and participation in civil society, we argue that civic participation is not so much determined by pedagogic or disciplinary cultures but is located on the intersection of ranging personal and social circumstances and pedagogic experiences., Author(s): Ceryn Evans [sup.1] , Gareth Rees [sup.2] , Chris Taylor [sup.2] , Stuart Fox [sup.3] Author Affiliations: (1) grid.4827.9, 0000 0001 0658 8800, School of Education, Swansea University, , [...]

Since devolution of education policy to the four 'home' nations of the UK, distinct approaches to addressing social inequalities in higher education participation have developed across the four jurisdictions (England, Wales, Scotland and Northern Ireland). From a critical examination of 12 policy documents, this paper presents a comparative policy analysis of the qualitatively distinct ways that inequalities in higher education are conceptualised across the home nations. Basil Bernstein's theoretical ideas are drawn on to help unearth distinctions in their beliefs about the underlying nature of educational inequalities. These can be understood in relation to their degree of closeness to either neoliberal or social democratic ideological positions, and we show that the home nations of the UK place differing emphases on what form of higher education they aim to widen access to, and how they intend to achieve this., Author(s): Michael Donnelly [sup.1] , Ceryn Evans [sup.2] Author Affiliations: (Aff1) 0000 0001 2162 1699, grid.7340.0, Department of Education, University of Bath, , Bath, UK (Aff2) 0000 0001 0807 5670, [...]