DAF01 – Breaking Barriers: Inclusion Strategies in Higher Education

Supervisors: Dr Ruth Dimes (Department of Accounting and Finance, The Open University Business School, Faculty of Business and Law) and Dr Anne-Marie Bartlett (Department of Art and Design, The Open University Engineering and Innovation School, Faculty of Science, Technology, Engineering and Mathematics).

Background:

Inequality in the UK higher education system is a multifaceted issue with numerous root causes. Socioeconomic status, geographical disparities, ethnicity and race, gender, disability, and institutional practices all contribute to unequal access and outcomes in higher education.

Students from lower-income families often face significant financial barriers, such as tuition fees and living costs, which limit their access to higher education (Sutton Trust, 2019). Wealthier students, on the other hand, often have better access to educational resources, such as private tutoring and extracurricular activities, which enhance their academic performance (Friedman et al., 2022). Students from rural or deprived urban areas are less likely to attend university, particularly prestigious institutions, compared to those from more affluent regions (Baars et al., 2016; UCAS, 2020). Students from Black, Asian, and Minority Ethnic (BAME) backgrounds face systemic barriers, including discrimination and lower expectations from teachers (HESA, 2021). Differences in cultural capital, such as familiarity with the higher education system and social networks, also affect university access and success for students from different ethnic backgrounds (Archer & Hutchings, 2000). Gender disparities exist in higher education, with women generally outperforming men in terms of university attendance and degree attainment. However, gendered subject choices can perpetuate inequalities, as women are underrepresented in high-paying fields like engineering, technology and finance (IMF, 2018; Smith et al., 2021). Disabled students face physical, technological, and attitudinal barriers in higher education, and inadequate support services and accommodations compound these challenges (Moriña, 2017; Office for Students, 2022). Selective admissions processes, for example reliance on predicted grades and personal statements, can disadvantage students from non-traditional backgrounds (Zimdars, 2016; Wong & Chiu, 2022).

To address these challenges, various solutions have been proposed and implemented. Scholarships, often awarded based on merit, provide significant financial relief for students, enabling them to focus on their studies without the burden of tuition fees. Bursaries offer additional support to students from low-income families (Kaye, 2021). Apprenticeships provide paid, on-the-job training, making vocational education more accessible. Government and institutional grants offer targeted support to vulnerable groups, with the aim of ensuring that financial barriers do not prevent talented individuals from pursuing their educational and career goals (Universities UK, 2021). Yet inequalities remain, suggesting a need to review the effectiveness of current solutions and propose other, radical alternatives.

Project Description:

This transdisciplinary project, conducted through the Faculty of Business and Law and the Faculty of STEM, Engineering and Innovation, will investigate barriers to inclusion in higher education. Recognising that inequality in higher education is a multifaceted issue with several root causes, the research will focus on the effectiveness of different approaches to overcoming these barriers. The research question is to be determined by the candidate, but some examples are given below. (These are illustrative only, and candidates should not feel constrained by them):

• The effectiveness of apprenticeships in bridging the gap for underrepresented groups in Higher Education.
• The effectiveness of philanthropic and/or corporate social responsibility projects in encouraging participation in education and the workforce for underrepresented groups.
• The effectiveness of relationships between higher education institutions, government and employers in encouraging participation in education for underrepresented groups.
• Evaluating the long-term impact of government and institutional grants on educational and career outcomes for vulnerable groups.
• Evaluating the impact of needs-based scholarships on university access and success for low-income students.
• The role of community-based mentorship in reducing geographical disparities in Higher Education access.
• Addressing gender disparities in STEM and Finance fields through gender-specific career advice.

The project is flexible regarding research methods, allowing the candidate to tailor their approach based on their interests and background. The researcher will develop specific research questions within this broad area and, in addition to writing the thesis, will aim to produce three working papers over three years, publishable in internationally recognised academic journals. The candidate would also be expected to present their work at a minimum of one relevant academic or practitioner conference.

Applicant Expectation:

Candidates must express a keen interest in the topic and have prior knowledge and experience in qualitative and/or quantitative research methodologies, such as through past undergraduate or postgraduate dissertations. The candidate should demonstrate an interest in both theoretical/conceptual and empirical contributions to this field.