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Author:   Michael Hill ,  Anthony Hudson ,  Peter Jones
Publisher:   National Institute of Adult Continuing Education
Imprint:   National Institute of Adult Continuing Education
Dimensions:   Width: 15.60cm , Height: 1.30cm , Length: 23.40cm
Weight:   0.295kg
ISBN:  

9781862018815

ISBN 10:   1862018812
Pages:   192
Publication Date:   17 November 2014
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Not yet available  
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Table of Contents

Preface; Opening address to the 2012 Forum for Access and Continuing Education (FACE) Annual Conference on 4 July 2012 at the University of Ulster, Magee campus (Stephen Farry, Minister for Employment and Learning, Northern Ireland); An evaluation of the impact of the Widening Access Skills in Primary Schools (WASPS) initiative (Sandra Moffett, School of Computing and Intelligent Systems, Ulster Business School, Research Institute, Northern Ireland); Success, proof, fairness, causes and consequences: Five unanswered questions for the future of widening participation in higher education in the UK (Neil Harrison, University of the West of England, UK); Staff perceptions of learning and teaching within a higher and further education partnership (Danny Saunders and Haydn Blackey, University of South Wales, UK; Brynach Heffernan, Merthyr College, UK; Chris Jones, Neath Port Talbot College, UK; Ceri Lloyd, Coleg Morgannwg, UK; Brian Paddison and Kathryn Sweet, Bridgend College, UK; Judith Pritchard, Cardiff and Vale College, UK); *AccessAbility Transition Support Programme - feedback from the pilot studies (Melanie Daphne Thorley, University of Greenwich, UK); Regional approaches to widening access: Widening disability supports at NUI Maynooth to include part-time undergraduate students (Gemma Lynch, National University of Ireland, Maynooth, Ireland); Transformational learning journeys of adult learners in a divided society: Barriers to accessing higher education (Isobel Hawthorne-Steele and Rosemary Moreland, University of Ulster, Northern Ireland); Widening participation and fair access in higher education (Alan Evans, School of Social Sciences, Cardiff University, UK, and Tony Acland, Faculty of Education, University of Winchester, UK); Preliminary findings from the Gender, Lifelong Learning and Social Class (GLAS) project: Building on a Lifelong Learning Network in Europe (Sue Betts and Kate Burrell, Linking London, hosted by Birkbeck College, University of London, UK); Removing family inherited barriers to learning in higher education: An ethnographic study of summer school provision and family learning in Wales (Mark Richardson and Jayne Hunt, University of South Wales, UK); The undiscovered country: Widening participation to postgraduate study (Anthony Hudson, Continuum, University of East London, UK); Evaluating outreach interventions: Exploring a new perspective (Neil Raven, Loughborough University, UK); Stakeholders' perceptions of post-secondary education for students with an intellectual disability (Audrey Carroll, Saint John of God Carmona Services, Ireland); Index.

Reviews

Preface; Opening address to the 2012 Forum for Access and Continuing Education (FACE) Annual Conference on 4 July 2012 at the University of Ulster, Magee campus (Stephen Farry, Minister for Employment and Learning, Northern Ireland); An evaluation of the impact of the Widening Access Skills in Primary Schools (WASPS) initiative (Sandra Moffett, School of Computing and Intelligent Systems, Ulster Business School, Research Institute, Northern Ireland); Success, proof, fairness, causes and consequences: Five unanswered questions for the future of widening participation in higher education in the UK (Neil Harrison, University of the West of England, UK); Staff perceptions of learning and teaching within a higher and further education partnership (Danny Saunders and Haydn Blackey, University of South Wales, UK; Brynach Heffernan, Merthyr College, UK; Chris Jones, Neath Port Talbot College, UK; Ceri Lloyd, Coleg Morgannwg, UK; Brian Paddison and Kathryn Sweet, Bridgend College, UK; Judith Pritchard, Cardiff and Vale College, UK); *AccessAbility Transition Support Programme - feedback from the pilot studies (Melanie Daphne Thorley, University of Greenwich, UK); Regional approaches to widening access: Widening disability supports at NUI Maynooth to include part-time undergraduate students (Gemma Lynch, National University of Ireland, Maynooth, Ireland); Transformational learning journeys of adult learners in a divided society: Barriers to accessing higher education (Isobel Hawthorne-Steele and Rosemary Moreland, University of Ulster, Northern Ireland); Widening participation and fair access in higher education (Alan Evans, School of Social Sciences, Cardiff University, UK, and Tony Acland, Faculty of Education, University of Winchester, UK); Preliminary findings from the Gender, Lifelong Learning and Social Class (GLAS) project: Building on a Lifelong Learning Network in Europe (Sue Betts and Kate Burrell, Linking London, hosted by Birkbeck College, University of London, UK); Removing family inherited barriers to learning in higher education: An ethnographic study of summer school provision and family learning in Wales (Mark Richardson and Jayne Hunt, University of South Wales, UK); The undiscovered country: Widening participation to postgraduate study (Anthony Hudson, Continuum, University of East London, UK); Evaluating outreach interventions: Exploring a new perspective (Neil Raven, Loughborough University, UK); Stakeholders' perceptions of post-secondary education for students with an intellectual disability (Audrey Carroll, Saint John of God Carmona Services, Ireland); Index.

Author Information

Michael Hill is an educational consultant and is presently working with universities and colleges on a number of UK wide projects concerned with improving the academic experience of first generation higher education students. In his previous role as Director of Academic Development at Kingston University, he was responsible for the development and implementation of the institution's learning and teaching, blended learning and widening participation strategies. He also worked with the university's network of Further Education Colleges particularly in relation to regional developments concerning lifelong learning. Prior to working in higher education, he taught in the further and adult education sectors for 17 years. Anthony Hudson is an experienced manager in the not-for-profit sector where he was General Secretary of a learned and professional society. As a Visiting Lecturer at the University of Westminster he has taught on a range of undergraduate and postgraduate programmes specialising in research methods. He has undertaken consultancy and research for a number of lifelong learning networks in London and the south east. He was a member the steering group for an ESRC Network led by CHERI (OU) on cross-regional perspectives on the transformative impact of higher education on disadvantaged groups and communities. He also contributed to the Network's report to the ESRC on higher education's effects on disadvantaged groups and communities. Peter Jones is the Director and founder of Shropshire Learning Ltd. Prior to this he was a part-time lecturer at UCLan. He worked on numerous access and retention initiatives and led the internationally acclaimed Flying Start Project before taking up a senior strategic post at Staffordshire University. He is a well known contributor to publications and academic conferences across Europe, sits on the FACE executive board and the editorial board of the Journal of Widening Participation and Lifelong Learning and is a peer reviewer and editor for several academic publications and conferences. Ross Renton is the Dean of Students at the University of Hertfordshire with a wide range of responsibilities, including support for a student community of almost 28,000, educational engagement, community partnerships, mentoring and widening participation initiatives. He represents the University at a national level on these issues and has been an advisor to a number of public and private organisations. He was, until recently, the Deputy Chair of Aimhigher (Hertfordshire) and has implemented a number of innovative initiatives to increase participation across the region. He has also helped to set up a number of School Trusts and Academies, and is currently working to establish a University Technical College and a School in an area of low HE participation. Danny Saunders is the Professor and Head of the Centre for Lifelong Learning at the University of Glamorgan. His work involves widening access and collaborative partnerships with further education colleges and community organisations. This includes supporting EU and Communities First projects, the HEFCW funded Reaching Wider First Campus consortium, the University of the Heads of the Valleys Institute, and developing research and consultancy initiatives linked to lifelong learning. Danny is also an adviser for the Welsh Government, a Chartered Psychologist, and a Fellow of the Higher Education Academy; in 2010 he was awarded an OBE for services to higher education in Wales. John Storan is Director of Continuum, the Centre for Widening Participation Policy Studies at the University of East London. He is also Director of Action on Access which is the national Co-ordination team for widening participation. As founding and current Chair of the Forum for Access and Continuing Education (FACE) he represents communities of practitioners involved in Access and Lifelong Learning from across the UK and beyond. He has been a highly influential regional, national and international figure on Lifelong Learning and Widening Participation in HE. Over recent years he has been advising and supporting funding agencies, government bodies and also stakeholder groups concerned with access and participation in HE both in the UK and internationally. In addition to his extensive UK experience John also has enormous international experience as result of his keynotes and conference inputs and involvement in a large number of research and development projects.

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