Inclusion is not just about accepting and celebrating diversity. It should also be about taking steps to provide fairer access and opportunities to students from all backgrounds, from the time they show interest in tertiary study, right up to after they graduate. Fundamentally, we need to be careful that inclusion does not become merely a buzzword or a tick-box exercise, but rather a holistic view of how we, as higher education institutions, can widen access to quality education and add value to students through enhanced support and knowledge and skills development. Thus, considering the whole systemic view of the student journey, institutions must have effective intervention strategies in place and cultivate the right culture to deliver value to our students.
For instance, at the point of access, in addition to the conventional admissions processes, contextualised admissions schemes are important. These could take into account an array of information such as an applicant’s social and economic circumstances, where they live and whether they are a care-leaver. Such measures ensure that factors beyond an applicant's control do not hinder their access to quality education. Institutions should also evaluate the fairness and inclusiveness of their admissions process and financial support by examining declined offers and the reasons behind them, such as caring responsibilities or needing the flexibility to work part-time while studying to support household income. These reasons or measures can vary from institution to institution, and it is important that universities reflect on and identify ones that assist in expanding their own underrepresented applicant and student pools.
Thanks to the Access and Participation Plans (APP) in the UK, there are many concerted institutional efforts leading to good practices in the sector. The following examples, though not exhaustive, illustrate initiatives across the student journey, from university admission to successful degree completion and career outcomes.
Student access: institutions should take a closer look at their targeted outreach activities to attract members of underrepresented communities, enhance the fairness of their admission process and offer financial support to improve student access to quality education. Apart from working in partnership with regional initiatives (such as UniConnect) to offer targeted outreach activities working with local colleges, schools, employers and charities, they should evaluate each specific study and academic area (eg, undergraduate, postgraduate or research studies) where there is underrepresentation of communities such as female, Black and care-experienced students to create pathways for access to studies. This then helps institutions develop tailored initiatives and pilot schemes such as financial incentives and contextualised admissions criteria by reviewing grade reductions or making them more widely available to disadvantaged students. Once the piloting stage is complete, institutions can evaluate schemes by seeking feedback and then extend them to other similar courses. For example, the Close the Gap project by the universities of Oxford and Cambridge focuses on formal and informal admissions cultures and practices to enable fair doctoral candidate selection systems.
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Student participation: once students enrol, institutions must create a sense of belonging and an environment where students feel they can be themselves. For example, Manchester’s 10/10 programme supports Black students with a package of targeted support. The programme is co-designed in partnership with these students and offers events such as tailored career workshops, personal development events and peer and professional networking opportunities. Other institutions can also design and implement programmes looking at their own underrepresented groups of students to provide access to initiatives such as celebrating and recognising role models that resonate with the student demographics, providing access to mentorship and community and hosting peer networking events to improve participation and engagement.
Student success: ultimately, success for students would mean that they are able to achieve their career outcomes, no matter their background. Apart from the career support that institutions provide, they must gather insights through tailored graduate outcome surveys or focus groups and address specific challenges that may vary from one institution to another due to socio-economic and cultural divides, such as lack of confidence, family or cultural restrictions and the difficulties with cost of living that students from disadvantaged backgrounds may face, all of which hinder student outcomes. Once institutions understand their students' barriers, they can design and provide targeted interventions. For example, the Make it Happen Fund at Newcastle University supports students and recent graduates with access to financial support to attend interviews or conferences that lead to career development. Such financial support addresses challenges such as not having the means to buy formal attire or pay for accommodation and travel to attend interviews or assessment centres.
Institutions must collectively address systemic issues to ensure fair access, participation and student success. By doing so, we can improve inclusivity in the sector and provide equal opportunities for students from disadvantaged backgrounds, overcoming barriers beyond their control.
Sankar Sivarajah is the dean of the School of Management at the University of Bradford.
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