Disadvantaged by degrees? How Widening Participation students are not only hindered in accessing HE, but also during – and after – university.

There is no shortage of literature addressing the range of reasons why more disadvantaged groups are underrepresented in higher education – and particularly elite universities – in the UK, and it is clear that this has little to do with any real deficiency in terms of ability. This paper begins with an overview of this issue but then extends the argument beyond widening participation at the point of access. It raises concerns emerging from two relatively underresearched areas in the literature which indicate that ‘widening participation’ – WP – students are faced with greater inequalities than their more affluent peers both during their undergraduate degrees as well as beyond them. Although the focus here is on the UK, this topic and many of its themes will be familiar to educationalists and HE practitioners in other countries

Role of students' context in predicting academic performance at a medical school: a retrospective cohort study

OBJECTIVES: This study examines associations between medical students’ background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. DESIGN: Retrospective cohort analysis. SETTING: Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. PARTICIPANTS: 571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree. MAIN OUTCOME MEASURES: Final average at year 4 of the medical programme (represented as a percentage). RESULTS: Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university. CONCLUSIONS: The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university. Such variations depict how patterns may differ between subjects and higher-education institutions. Findings advocate for further evidence to help guide the implementation of changes in admissions processes and widen participation at medical schools fairly

ReseArch with Patient and Public invOlvement: a RealisT evaluation - the RAPPORT study

Background Patient and public involvement (PPI) is a prerequisite for many funding bodies and NHS research ethics approval. PPI in research is defined as research carried out with or by the public rather than to, about or for them. While the benefits of PPI have been widely discussed, there is a lack of evidence on the impact and outcomes of PPI in research. Objectives To determine the types of PPI in funded research, describe key processes, analyse the contextual and temporal dynamics of PPI and explore the experience of PPI in research for all those involved. Mechanisms contributing to the routine incorporation of PPI in the research process were assessed, the impact of PPI on research processes and outcomes evaluated, and barriers and enablers to effective PPI identified. Design A three-staged realist evaluation drawing on Normalisation Process Theory to understand how far PPI was embedded within health-care research in six areas: diabetes mellitus, arthritis, cystic fibrosis, dementia, public health and learning disabilities. The first two stages comprised a scoping exercise and online survey to chief investigators to assess current PPI activity. The third stage consisted of case studies tracked over 18 months through interviews and document analysis. The research was conducted in four regions of England. Participants Non-commercial studies currently running or completed within the previous 2 years eligible for adoption on the UK Clinical Research Network portfolio. A total of 129 case study participants included researchers and PPI representatives from 22 research studies, and representatives from funding bodies and PPI networks

(Re)theorising laddish masculinities in higher education

In the context of renewed debates and interest in this area, this paper reframes the theoretical agenda around laddish masculinities in UK higher education, and similar masculinities overseas. These can be contextualised within consumerist neoliberal rationalities, the neoconservative backlash against feminism and other social justice movements, and the postfeminist belief that women are winning the ‘battle of the sexes’. Contemporary discussions of ‘lad culture’ have rightly centred sexism and men¹s violence against women: however, we need a more intersectional analysis. In the UK a key intersecting category is social class, and there is evidence that while working class articulations of laddism proceed from being dominated within alienating education systems, middle class and elite versions are a reaction to feeling dominated due to a loss of gender, class and race privilege. These are important differences, and we need to know more about the conditions which shape and produce particular performances of laddism, in interaction with masculinities articulated by other social groups. It is perhaps unhelpful, therefore, to collapse these social positions and identities under the banner of ‘lad culture’, as has been done in the past

Teachers’ knowledge and experiences of Information Advice and Guidance: some implications for the current policy context in England

Good information and career guidance about what post-compulsory educational routes are available and where these routes lead is important in ensuring that young people make choices that are most appropriate to their needs and aspirations. Yet the Association of School and College Leaders (2011) express fears that future provision will be inadequate. This paper reports the findings from an on-line survey of 300 secondary school teachers, and follow up telephone interviews with 18 in the South East of England which explored teachers’ experiences of delivering post-compulsory educational and career guidance and their knowledge and confidence in doing so. Results suggest that teachers lack confidence in delivering information, advice and guidance outside their own area of specialism and experience. In particular, teachers knew little in relation to alternative local provision of post-16 education and lacked knowledge of more non-traditional, vocational routes. This paper will therefore raises important policy considerations with respect to supporting teachers’ knowledge, ability and confidence in delivering information in relation to future pathways and career guidance

7/7: A reflexive re-evaluation of journalistic practice

The suicide bombings of 7 July 2005 remain the most serious terror attacks in the United Kingdom to date in the so-called ‘war on terror’. Much has been published on the war on terror but few journalists have reflected on their practice post 9/11 and none on their domestic coverage of the 7/7 attacks. This article is written by a journalist who covered the London bombings for a UK national newspaper and more recently is a practitioner-academic. Using academic texts focusing on the domestic reporting of the war on terror as stimuli for scholarly reflection, this article reviews the author’s own coverage using reflexive practice and content analysis. This article places 7/7 in the continuum of reporting subsequent to 11 September 2001 (9/11) and issues discussed. Some 63 authored articles were considered from the period. Scholarly texts have proposed a range of concepts to analyse coverage from including political ritual, trauma, national wound and hegemony. This article concludes by noting that while many academic texts see coverage of terrorism as an elite discourse, dominated by political economy drivers and responding to events in a homogeneous reactivity, in practice, news organisations can have complex responses and journalists, agency in their coverage of major terrorism events

A tidal barrier for Sutton Saltmarsh on the River Deben in Suffolk.

This was a structure built in 2008/9 in collaboration with The River Deben Association, for which my role was instigator, planner, project manager and builder, with some help and logistical support from other parties. The aim was to develop an initiative that would foster a sense of ownership and responsibility for an estuary environment by the local community. The structure is a hundred metre brushwood wall built to mitigate the effects of erosion on an area of saltmarsh on the ebb tide. I worked on the design directly with Hawes Associates, engineers of Aldeburgh Suffolk, consulted with the Environment Agency, Natural England, National Trust, Suffolk Coast and Heaths AONB Unit, Suffolk Coastal District Council, Suffolk County Coucil. The project received support from Suffolk Coast and Heaths AONB Sustainable Development Fund, the Woodbridge Society,River Deben Association, HMP Hollesley Bay Colony, The Environment Agency,Robertsons of Woodbridge LTD and support towards the production of a pamphlet from Middlesex University research fund. This is a timber, geogrid and brushwood structure comprising 62 panels set as a fence at an angle to deflect the tide on the ebb

Nitrogen-neutrality: a step towards sustainability

We propose a novel indicator measuring one dimension of the sustainability of an entity in modern societies: Nitrogen-neutrality. N-neutrality strives to offset Nr releases an entity exerts on the environment from the release of reactive nitrogen (Nr) to the environment by reducing it and by offsetting the Nr releases elsewhere. N-neutrality also aims to increase awareness about the consequences of unintentional releases of nitrogen to the environment. N-neutrality is composed of two quantified elements: Nr released by an entity (e.g. on the basis of the N footprint) and Nr reduction from management and offset projects (N offset). It includes management strategies to reduce nitrogen losses before they occur (e.g., through energy conservation). Each of those elements faces specific challenges with regard to data availability and conceptual development. Impacts of Nr releases to the environment are manifold, and the impact profile of one unit of Nr release depends strongly on the compound released and the local susceptibility to Nr. As such, Nneutrality is more difficult to conceptualize and calculate than C-neutrality. We developed a workable conceptual framework for N-neutrality which was adapted for the 6th International Nitrogen Conference (N2013, Kampala, November 2013). Total N footprint of the surveyed meals at N2013 was 66 kg N. A total of US$ 3050 was collected from the participants and used to offset the conference’s N footprint by supporting the UN Millennium Village cluster Ruhiira in South- Western Uganda. The concept needs further development in particular to better incorporate the spatio-temporal variability of impacts and to standardize the methods to quantify the required N offset to neutralize the Nr releases impact. Criteria for compensation projects need to be sharply defined to allow the development of a market for N offset certificates Online supplementary data available from stacks.iop.org/ERL/9/115001/mmediainfo:eu-repo/semantics/publishedVersio