Widening Higher Education Participation in Rural Communities in England: An Anchor Institution Model

Autor/in	Elliott, Geoffrey
Titel	Widening Higher Education Participation in Rural Communities in England: An Anchor Institution Model
Quelle	In: International Review of Education, 64 (2018) 1, S.65-84 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elliott, Geoffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-017-9696-4
Schlagwörter	Foreign Countries; Higher Education; Access to Education; Rural Areas; Partnerships in Education; Models; Vocational Education; Females; Adult Students; Semi Structured Interviews; Academic Aspiration; Occupational Aspiration; Student Motivation; Learning Experience; Peer Relationship; Tutors; Educational Opportunities; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Rural area; Ländlicher Raum; Hochschulpartnerschaft; Analogiemodell; Ausbildung; Berufsbildung; Weibliches Geschlecht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Berufsneigung; Berufsziel; Schulische Motivation; Lernerfahrung; Peer-Beziehungen; Förderlehrer; Lehrender; Tutor; Bildungsangebot; Bildungschance
Abstract	Against a United Kingdom policy background of attempts to widen higher education participation in a socially inclusive direction, this article analyses theory, policy and practice to understand why past efforts have had limited success and to propose an alternative: an "anchor institution" model. A university and a private training provider were the principal partners in this venture, known as the South-West Partnership (pseudonym); the model was developed by them to meet the particular needs of mature female students who want and/or need to study part-time in a rural, coastal and isolated area of south-west England. While the concept of "anchor institutions" has previously been used in government social policy, and in higher education to promote knowledge transfer, it has not yet been adopted as a method for widening participation. The research study presented in this article investigated the effectiveness of the model in widening higher education participation in the context of the South-West Partnership. The study was conducted within an interpretivist theoretical framework. It accessed student voices to illustrate the character of education required to widen participation in vocational higher education by mature female students in rural communities, through semi-structured qualitative interviews on a range of topics identified from relevant theoretical literature, and by drawing on the research team's professional knowledge and experience. These topics included student aspirations and career destinations, motivations, access, learning experiences, and peer and tutor support. It is hoped the findings will inform the future development of adult vocational higher education provision in rural areas, where opportunities have been limited, and encourage further application of the anchor institution model for widening participation elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01