The aim to increase levels of participation in higher education by disadvantaged students is a priority for the Scottish Government and Scottish Higher Education institutions. The University of Edinburgh is committed to widening participation, and has developed a number of initiatives to encourage more prospective students from under-represented groups. Since 2004 the University has pioneered the use of contextual data during the admissions process to identify disadvantage students with the potential to benefit from the academic experience it offers.

Stage 1: Widening Participation at the University of Edinburgh: entry, progression and degree outcomes (ACCESS1)

The first stage of the research was a quantitative analysis to explore the prior qualifications, progress and achievements of WP students relative to their peers. It was based on historic student records for a sample of 4479 young UK-domiciled students who entered the University in the first three years of contextualised admissions (2004, 2005 and 2006). The sample included 14 subject areas across all three Colleges. Findings from the study are available in three reports:
1) entry, progression and degree outcomes of SQA-qualified students;
2) entry, progression and degree outcomes of A-level qualified students;
3) entry, progression and degree outcomes by subject area.

Findings from the research raised a number of questions for discussion, including:
• Can we identify the barriers preventing disadvantaged students achieving their potential? And how should they be addressed?
• Are teaching staff sufficiently aware of challenges faced by WP-indicated students?
• Why do WP students achieve better outcomes in some subject areas than others?
• Is the first year curriculum accessible to SQA-qualified WP students?
• Do WP-indicated students need more academic support during the first two years of their degree course to compensate for gaps in their prior learning?

Stage 2: The progression and outcomes of widening participation students at the University of Edinburgh: the staff perspective (ACCESS2)

Dr Linda Croxford

Please click here to see available publications.