Social Mobility in the UK: the role of universities by N6w9v83


									Social Mobility in the UK: the
     role of universities

       Marion Webb
       Michael Hill
       Kingston University United Kingdom
Social Mobility

    Social mobility is a measure of how possible it is for people to
    improve their position in society. It can be inter-generational (i.e. the
    extent to which people’s success in life is determined by who their
    parents are) or intra-generational (i.e. the extent to which individuals
    improve their position during their working lives, irrespective of where
    they started off). It can be “relative”, which refers to the comparative
    chances of people with different backgrounds ending up in certain
    social or income groups or “absolute”, which refers to the extent to
    which all people are able to do better than their parents.

England: Government White Paper : Higher Education:Students at the Heart of the System June 2011
Structure of session
 Improving Social Mobility - the role of

 World Café exercise

 (United) Kingdom – the views of four
The role of universities in
improving social mobility

Working with potential students and their stakeholders

Admissions and transition into higher education

Ensuring that students engage, succeed and realise their

Ensuring that graduates attain graduate level employment
The World Café
(United) Kingdom – the views of
four governments

   Wales
   Scotland
   Northern Ireland
   England
                     Wales (HEFCW Corporate Strategy 2010 – 13)

                               To deliver:
                      Social justice and a buoyant

                                                                 Transfer     Research
                                      Skills               Deliver more
Widening Access                                            productive         Deliver improved
                                      Ensure that all      relationships      research
Ensure equity,                        graduates are        between higher     performance to
                   Ensure that the
opportunity and                       equipped for the     education          underpin the
                   student learning
success in                            world of work        institutions and   knowledge
                   experience is of
Higher Education                      and for their role   public/private     economy and
                   high quality
                                      as citizens          sectors, local     cultural and
                                                           communities and    social renewal
                                                           other agencies
 By the end of this Planning period our
  vision is for:
   An enhanced level of confidence, self-reliance, motivation, knowledge, skills
    and capacities of all those who study at college or university-including an
    improved capacity for those skills to be utilised effectively;
   Colleges and universities that are part of a coherent system of lifelong
    learning in Scotland with improved access for students to, and progression
    through, further and higher education – based upon ability to learn;
   Improved knowledge exchange between universities and colleges on the one
    hand, and business and the public third sectors on the other.

   Scottish Funding Council Corporate Plan 2009-12
        Northern Ireland (Department for
        Employment and Learning Business Plan 2011-12)

   The Department’s overall aim is “to promote learning and skills, to prepare
    people for work and to support the economy”. It is responsible for further and
    higher education, training and skills, employment programmes and
    employment law. In pursuing its aim the Department’s key objectives are:
   To promote economic, social and personal development through high quality
    learning, research and skills training; and
   To help people into employment and promote good working practices.

It seeks to achieve these through four key areas of activity:
 Promoting the provision of learning and skills, including entrepreneurship,
     enterprise, management and leadership;
 Encouraging research and development, creativity and innovation in the
     Northern Ireland economy;
 Helping individuals to acquire jobs, including self employment, and improving
     the linkages between employment programmes and skills development; and
 The development and maintenance of the framework of employment rights
     and responsibilities.
White Paper : Higher Education:
Students at the Heart of the System June 2011

Higher education can be a powerful engine of social mobility, enabling able
young people from low-income backgrounds to earn more than their parents
and providing a route into the professions for people from non-professional
backgrounds. But as we set out in our recent strategy for social mobility,
Opening Doors, Breaking Barriers, there are significant barriers in the way of
bright young people from the most disadvantaged backgrounds accessing
higher education. This chapter sets out how we will promote fairer access
without undermining academic excellence or institutional autonomy. We expect higher education institutions
     to be active partners, challenged and supported by a strengthened Office for Fair Access (OFFA).
English universities and their
missions – two contrasting
•   “XXXX university is one of the worlds leading multidisciplinary universities,
    committed to engaging with the major issues of our times. At the
    undergraduate level, XXXX seeks to recruit and retain the
    academically brightest students who share our values and will thrive in the
    rigorous teaching and learning environment that XXXX provides.
    XXX university has had a widening participation strategy in place since 2001.
    …… outreach work at XXXX has developed into a comprehensive suite of
    activities aimed at raising the aspirations of those who may not have
    previously considered higher education and encouraging those from a
    disadvantaged background to apply to, and ultimately attend, a leading
English universities and their
missions – two contrasting
   This Access Agreement confirms and underpins the mission of University
    XXXXX to raise aspiration through excellence and develop creative
    professionals from diverse academic, social and cultural backgrounds. With
    over 120 nationalities represented amongst our student body and with over
    97% of students progressing from state education, it is evident that University
    XXXX continues to perform well at reaching out to under-represented groups
    at a local and national level. However, the University remains committed to
    improving its widening participation at all levels and will continue to develop
    strategies to engage further with under-represented groups in Higher
    Education (HE).

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