A systematic review of widening participation: Exploring the effectiveness of outreach programmes for students in second‐level schools
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Notice bibliographique
Résumé
Abstract A major challenge for universities across the globe is to address the lack of diversity within higher education. Widening participation (WP) programmes can vary between in‐reach and outreach programmes. Some initiatives focus on either pre‐entry stage (primary or secondary schools) or post‐entry stage (helping students adapt to university life). This systematic literature review provides an analysis of the effectiveness of widening participation outreach programmes, a topic that is relatively unexplored, particularly at school level education. By examining empirical studies of widening participation interventions, the paper allows for the investigation of the educational outcomes measured in these programmes. A total of 19 studies were included, which analysed quantitative or mixed‐method data. The findings indicate a growth in the evidence base for widening participation programmes for second‐level students over the last decade. Interventions identified in the literature were categorised by their approach, which included guidance‐based interventions, multidimensional interventions or pedagogical interventions. The findings confirm some positive effects for widening participation outreach programmes on a range of outcomes including students' college readiness, educational aspirations and college enrolment. The review argues for consistency in the way in which educational outcomes are measured, as well as the need for cross‐collaboration and sharing of data between schools and universities, to enable more effective measurement of widening participation programmes in future research. Context and implication Rationale for this study This study gives an up‐to‐date synthesis of outreach interventions in secondary schools which aim to widen participation at higher education. A review of its kind has not been conducted in the last decade. Why the new findings matter Findings highlight the most effective new interventions, as well as, the challenges in defining success, research design and collecting accurate data across secondary and tertiary educational institutions. Implications for educational researchers and policy makers This systematic review provides an overview for widening participation WP practitioners of what types of outreach interventions are out there, offering templates and ideas for introducing these kinds of initiatives in other universities and partnership schools. The paper highlights to policy makers, the need to create policies that enable cross‐collaboration and sharing of data between schools and universities. Implications for researchers include discussion around how success is being defined, what outcomes are being measured, the need for longitudinal studies with larger sample sizes as well as the collection of baseline data of participants.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,014 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,002 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle