Academic Integrity

, 83–84

Access Agreements

, 95–96

Access and Participation Plans

, 95–96

Access Course Recognition Group (ACRG)

, 28–30

Access courses

, 1–2

Access education, definition of

, 148–150

Access Qualification Development Group (AQDG)

, 54

Access Recognition and Licensing Committee (ARLC)

, 35–36

Access to HE (AHE)

, 2, 4, 6–7

call for access courses

, 22–26

definition of

, 26–27

discourses of derision

, 30–33

early access courses

, 19–22, 24

Higher Education: Meeting the Challenge

, 27–28

marginal approach

, 17–19

national recognition

, 28–30

‘practice-led’ policy development

, 26–27

radical approach

, 16–19

widening participation and marketisation

, 34–38

Access to HE Diploma (AHED)

, xi–xii, 2, 2–3, 4, 6–7, 7, 47, 47–48, 48, 48

access pedagogy and student progression, current qualification impact on

, 57–70

AVAs, role of

, 51–52

funding

, 56–57

grading

, 52–56

policy context

, 48–49

QAA, role of

, 49–51

2018

, 100–103

Access Validating Agencies (AVAs)

, 2, 6, 28, 33, 35–36, 47–48, 49–50, 99–101, 105

role of

, 51–52

ACRG. See Access Course Recognition Group

Action research

, 107

Adult education

, 19–21

Advanced Learner Loan

, 7, 57, 106

Advanced Learning Loan

, 50, 153–154

AEB. See Associated Examinations Board (AEB)

Agored Cymru

, 49–50

AHE. See Access to HE

AHED. See Access to HE Diploma

‘A’ level

, 3–5, 10, 11, 15–16, 48, 55–56, 60, 71, 100–102, 123–125, 151–152

Alive and Kicking: Perspectives on Access Education

, xi

AQDG. See Access Qualification Development Group

ARLC. See Access Recognition and Licensing Committee

Ascentis

, 6, 51–52

Assessment approach

, 94–95

Associated Examinations Board (AEB)

, 30

Authorised Validating Agencies

, 28

AVAs. See Access Validating Agencies

BERA. See British Education Research Association

Bespoke access program

approaches to teaching and assessment

, 94–95

demographics of access students

, 86–90

development of

, 78–80

information, advice and guidance

, 80–81

learning

, 81–84

motivation of access students

, 90–94

perceptions about access students

, 80

student voice

, 84–86

British Education Research Association (BERA)

, xi

BTEC

, 100–101

Call for access courses

, 22–26

Career counselling

, 19–20

Certa

, 6, 51–52

City Lit

, 19–20

Class size

, 82–83

CNAA. See Council for National Academic Awards

Collaboration

, 18, 23, 30–31

Common Inspection Framework

, 59

Community of practice

, 94–95

Compulsory education

, 2–3, 148–149

Compulsory schooling

, 1

Confidence

, 129–131

Council for National Academic Awards (CNAA)

, 28–31

Council of Vice Chancellors and Principals (CVCP)

, 28

Credits

, 18–19, 33, 78–79

Cultural acclimatisation

, 23–25

Cultural capital

, 17, 121

Current qualification impact, on access pedagogy and student progression

, 57–70

grading and teaching

, 57–61

grading impact on student progression

, 65–68

QAA, role of

, 68–70

skills, valuation of

, 61–65

Curriculum

, 15–17, 19–20, 26–27, 100–101, 102–103, 105

CVCP. See Council of Vice Chancellors and Principals

Demographics of access students

, 86–90

Department for Education and Science (DES)

, 23–25

Derision, discourses of

, 3–4, 30–33

DES. See Department for Education and Science

Developmental pedagogy

, 150–152

DfES

, 38

DfESa

, 38

Dimensions of Trust exercise

, 107–108, 109, 110, 111–112, 114

Early access courses

, 19–22, 24

ECDL. See European Computer Driving Licence

Economic impact, on students

, 63–64

Edge Hill University

, 77–78

Educational ghetto

, 31–32

Education and Skills Funding Agency

, 49–50

Education and Training Foundation (ETF)

, 8, 99–100

Emotional impact, on students

, 63–64

Empowerment

, 18

Equality

, 36

Equal Opportunities Commission

, 20–21

ETF. See Education and Training Foundation

European Computer Driving Licence (ECDL)

, 83–84

European Universities Charter on Lifelong Learning

, 128

European University Association

, 128

Extrinsic motivation

, 91

FAST. See Forum for Access Studies

FE. See Further education

Federations, role of

, 18–19

First year in higher education (FYHE)

, 123–125

Forum for Access Studies (FAST)

, 32

Fresh Horizons

, 19–20

Fresh Start courses

, 20–21, 22

Funding

, 56–57, 78–79, 153–154

Funding the Relationship: Report on the Relationship between Higher Education and Further Education

, 34–35

Further education (FE)

, 2

Further Education Funding Council

, 34–35

Future of Higher Education, The

, 38

FYHE. See First year in higher education

GCE. See General Certificate of Education examination

GCSE

, 4–5, 100–101

General Certificate of Education (GCE) examination

, 22–23

Glasgow School of Art

, xi

Grade polishing

, 64

Grading

, 52–56, 151

current process description

, 55–56

current qualification, impact of

, 57–61

impact on student progression

, 65–68

implementation of

, 54–55

Hayek, Friedrich

, 103–104

HE European Social Fund (HE ESF)

, 78–79

HEFCE. See Higher Education Funding Council for England

HEIs. See Higher education institutions

Her Majesty’s Inspectorate

, 30–31

HESA. See Higher Education Statistics Agency

Higher Education: Meeting the Challenge

, 27–28, 77–78

Higher Education Funding Council for England (HEFCE)

, 49–50

Higher education institutions (HEIs)

, 77–78, 80, 103, 123–125, 155

Higher Education Statistics Agency (HESA)

, 49–50

Humour

, 130–131

IAG. See Information, advice and guidance

Imposter syndrome

, 129–130

Incorporation from local authority control, removal of

, 33

Information, advice and guidance (IAG)

, 80–81

Inspection frameworks

, 37–38

Inspection regimes

, 153–154

Interpellation

, 93–94

Intrinsic motivation

, 91

JMB. See Joint Matriculation Board (JMB)

Joint Matriculation Board (JMB)

, 30

Journal of Access Studies

, 15–16, 32, 155

Kennedy, Helena

, 34–35

Kennedy Report

, 34–36

Keynes, John Maynard

, 103–104

Learndirect

, 80–81

Learning Age: A Renaissance for a New Britain, The

, 36, 150

Learning to Succeed

, 36

Learning Works

, 35–36

LEAs. See Local Education Authorities

Leeds Local Education Authority

, 20–21

Lesbian, gay, bisexual and transgender (LGBT) groups

, 50

LGBT. See Lesbian, gay, bisexual and transgender groups

Liminal space, working in

, 152–153

Lindop Committee

, 31–32

Local Education Authorities (LEAs)

, 26

Lost Honour of Katharina Blum, The

, 103–104

Marginal approach to Access to HE

, 17–19

Marketisation

, 34–38

Mature students, postgraduate education access by

, 128–137

Access to HE, importance of

, 133–135

confidence and self-doubt

, 129–131

diversity of student group

, 131–133

identity as artists

, 135–137

Mistrust, discourses of

, 30–31

Monitoring

, 147, 150–152

Moodle

, 82, 83–84

Motivation of access students

, 90–94

National Advisory body for Local Authority Higher Education

, 32

National Open College Network (NOCN)

, 18–19, 36

National recognition of Access to HE

, 28–30

Neoliberalism

, 153

New Labour

, 35–37

NOCN. See National Open College Network

Non-standard students

, 3–4, 32

Non-traditional students

, 3–4, 27–28, 31–32, 33, 48, 70, 80, 82–83, 122–123, 126–127, 134, 137–138, 139, 149–150, 154

Non-vocational education

, 22–23

Northern College

, 20–21

OCNs. See Open College Networks

OFFA. See Office for Fair Access

Office for Fair Access (OFFA)

, 38, 95–96

Office for Standards in Education, Children’s Services and Skills (Ofsted)

, 59

Office for Students (OfS)

, 4–5, 95–96

Office of Qualifications and Examinations Regulation (Ofqual)

, 51–52

Ofqual. See Office of Qualifications and Examinations Regulation

OfS. See Office for Students

Ofsted. See Office for Standards in Education, Children’s Services and Skills

Open College Networks (OCNs)

, 6, 18, 28, 51–52

Open University

, 23

Partnership

, 18

Pedagogy

, 16–18, 147

access pedagogy, current qualification impact on

, 57–70

developmental

, 150–152

Policy context, for AHED development

, 48–49

Polytechnics from local authority control, removal of

, 33

Postgraduate education access

Access to HE and

, 127–128

current thinking about transition

, 123–127

by mature students

, 128–137

widening access

, 121–123

Practitioner’s story

, 103–104

Private training provider, access to HE programmes delivered by

, 105–106

QAA. See Quality Assurance Agency for Higher Education

QCF. See Qualifications and Credit Framework

Qualifications and Credit Framework (QCF)

, 53, 54

Quality Assurance Agency for Higher Education (QAA)

, xi–xii, 2, 6, 7, 35–36, 38, 47, 47–48, 48, 49, 51, 51–52, 99–100, 100–101, 101, 101–102, 103, 147, 151, 152, 155

access pedagogy and student progression, current qualification impact on

, 57–58, 68–70

grading

, 54, 56

role of

, 49–51

skills, valuation of

, 62

Radical approach to Access to HE

, 16–19

Radicalism

, 153

RDF. See Research Development Fellowship

Report on Access Courses 1979–1983

, 26

Research Development Fellowship (RDF)

, 8, 99–100

Returning to education

, 92

Robbins Report

, 19

Royal Conservatoire of Scotland

, xi

Russell Committee Report

, 22–25

School of Architecture, Computing and Engineering

, 88–90

School of Arts and Digital Industries

, 88–90

School of Business and Law

, 88–90

School of Education and Communities

, 88–90

School of Psychology

, 88–90

School of Social Sciences

, 88–90

Second-chance students

, 2–3, 119–120

Self-belief

, 92–94

Self-confidence

, 93–94

Self-directed learning

, 62

Self-doubt

, 129–131

Self-esteem

, 16–17

Sense of continuity

, 136

Skills, valuation of

, 61–65

Smith, Adam

, 103–104

Social capital

, 121

Social inclusion

, 153

Social inequalities in education

, 121–122

Social justice

, 1–2, 22, 36, 153

Social Mobility and Child Poverty Commission

, 121

Social Mobility Commission

, 4–5

Staffing

, 23–25

Standardisation

, 147, 150–152

Student Finance England

, 57

Student group, diversity of

, 131–133

Student progression, grading impact on

, 65–68

Students access, in bespoke program

, 80

Student voice, in bespoke access program

, 84–86

SUNCETT. See Sunderland University Centre of Excellence in Teacher Training

Sunderland University Centre of Excellence in Teacher Training (SUNCETT)

, 8, 99–100

Survival strategy

, 59

Swarthmore Centre

, 20–22

Symbolic violence students

, 2–3

Tacit knowledge

, 123–125

Teaching

approaches to

, 94–95

current qualification, impact of

, 57–61

Tokenism

, 25

Trade Unions

, 18

Transition

, 122–123

current thinking about

, 123–127

Transition-as-becoming

, 125–126, 127, 134–135, 138

Transition-as-development

, 123–125

Trust, characteristics of

, 108–109, 110

Trust between Access to HE students and tutors

Access to HE Diploma 2018

, 100–103

findings

, 109–111

focus group findings

, 111–115

method

, 106–109

practitioner’s story

, 103–104

private training provider, access to HE programmes delivered by

, 105–106

rationale for the project

, 104–105

Turnitin

, 82

24 plus loan. See Advanced Learning Loan

UCAS. See Universities and Colleges Admissions Service

Unconventional students

, 3–4

Universities and Colleges Admissions Service (UCAS)

, 5–6, 36, 49–50, 54, 60, 66, 105, 114

tariff points

, 55–56, 62–63, 66, 67–68, 71, 101–102, 103

University for Industry, The

, 36

University of East London

, 77–78

University of Liverpool

, 77–78

Virtual learning environment (VLE)

, 82, 94–95

VLE. See Virtual learning environment

West Indian Community, The

, 23–25

Widening access to postgraduate study

, 121–123

Widening context of access education

, 153–154

Widening participation

, 34–38, 48, 50, 56–57, 119–120, 138–139, 150

Widening Participation Committee

, 34–35

Widening Participation in Higher Education

, 38