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This innovative practice account draws on the researchers' experience of conducting the 'Young Researcher Project' commissioned by the Cumbria Collaborative Outreach Programme, 'Hello Future', which aims to widen participation in higher education. The account focuses on the lessons learned during the project that others may find valuable in conducting similar work. The project involved enabling a small group of young learners to engage in a range of qualitative research techniques including interviewing. Using a reflective process influenced by Brookfield's four lenses -self, student, peer and literature informed feedback- we explore three principles which were central to the project: facilitated participation, flexibility and responsiveness, and interprofessional collaboration. We propose that enabling the young learners to have a voice was dependent on the researchers providing structure and training even though this may, by definition, run counter to the notion of 'participatory' research. In other words, participation on the part of the young learners required support and scaffolding provided by the research team. The account highlights the pragmatism of this approach in the context of completing a project within a short timeframe and to the maximal benefit of different groups, not least the young learners who learned new skills and reported increased levels of self-confidence.

Recent policy on careers guidance in England suggests a somewhat straightforward process. The assumption is that quality careers guidance will enable young people to make informed career-related de...

PurposeThis paper aims to examine the adjustment experiences of academically successful international students in living and learning in a private Malaysian higher education institution (HEI).Design/methodology/approachA total of 53 international students participated in a mixed-method study, where they completed a survey (close- and open-ended questions). Also, 12 international students were interviewed.FindingsThe findings diverge from other studies, in that issues with respondents' English language proficiency were minimal, but for some of the students, social and cultural adjustment was problematic. However, these students were proactive in improving their situations. These findings indicate foci for university improvement in study and living experiences for all students.Research limitations/implicationsThe study is limited to one group of academically successful students at a private university in Malaysia.Practical implicationsThere are benefits to HEIs and international students in enabling students to reflect upon and share their successful strategies. These not only enable students to recognise and value their achievements but also contribute to the development of more inclusive practices that will enhance future students' adjustment and overall learning experience.Originality/valueThe study contributes to the literature with its focus on academically successful students at a private university in Malaysia, both of which are areas of limited research coverage.

Since 1995 the UK higher education sector has been required to implement national disability related legislation. This paper reports on a study which explored the role that policies play in influencing how staff support disabled students. In particular the extent to which staff in HE behave in similar ways to those described as street level bureaucrats by (Lipsky, M. 1980. Street- Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russell Sage Foundation). Semi-structured interviews undertaken with 34 staff in the case study university provided the substantive data. Although there was little evidence to show that policy had a direct influence on practice, it was clear that staff made considerable efforts to support disabled learners and these efforts were based on values associated with providing an equitable experience for all students. Additionally, staff were able to exercise discretion in the way they responded to disabled students and constructed responses to policies without significant influence from institutional managers, national legislation or broader policy discourse.

This is a reply to:O’Sullivan, Siobhan, O’Tuama, Seamus and Kenny, Lorna. 2017. “Universities as key responders to education inequality.” Global Discourse. 7 (4): 527–538. http://dx.doi.org/10.1080...

When attempting to use data to inform practice and policy, the availability, accuracy and relevance of that data are paramount. This article maps the range of users interested in data relating to the UK11 Data requirements for England, Wales, Scotland, and N Ireland vary according to the complex remits of government and devolved administrations in the UK. Although the issues discussed in this paper predominantly relate to the English context, we argue, this does not detract from the central arguments presented regarding common and widely shared concerns relating to data collection and use by different users working within a HEI and the HE sector more broadly. View all notes widening participation (WP) agenda. It explores some challenges associated with identifying, defining, obtaining and using data to inform decisions about targeting and monitoring WP initiatives associated with student access, achievement and progression. It considers the pragmatic and strategic response by different users of institutional WP data within the UK. We use examples from previous institutional and commissioned WP research and evaluations undertaken over the past decade to illustrate some of the tensions concerning the access and assessment of WP data. We argue that whilst the increasing interest in WP participation data and evaluative feedback is commendable, attempts to establish a causal link between WP activity and changes in student awareness, aspiration, access and achievement are not straightforward. The diversity of producers, uses and users of WP data working in different sectors and institutions produces many challenges. The paper concludes with suggestions on ways data could be improved.

This paper outlines the changing employment climate and shift in attitudes towards disabled people who are expected to become economically active in order to fulfil their role as responsible citize...