Collaboration with the Community to Widen Participation: Partners without Power or Absent Friends?

Autor/in	Slack, Kim
Titel	Collaboration with the Community to Widen Participation: Partners without Power or Absent Friends?
Quelle	In: Higher Education Quarterly, 58 (2004) 2-3, S.136-150 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/j.1468-2273.2004.00265.x
Schlagwörter	Foreign Countries; Higher Education; Public Policy; Cooperation; Community Involvement; Partnerships in Education; Evaluation Research; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Öffentliche Ordnung; Co-operation; Kooperation; Hochschulpartnerschaft; Evaluationsforschung; Sozioökonomischer Faktor
Abstract	Current discourse around widening participation emphasises the importance of partnership and collaboration. For example, the Learning Skills Council and government policy all cite the need to adopt collaborative approaches to assist with widening participation and student progression. In 1998 the Higher Education Funding Council for England (HEFCE) called for proposals for higher education institutions to build partnerships to widen participation. Successful partnership bids were subsequently funded for a period of one year initially and extended up to three years in total. One of the aims of the partnerships as outlined by the HEFCE was to address uneven rates of demand for higher education amongst certain socio-economic groups by working in collaboration with other organisations. This article focuses on one aspect of an evaluative research project examining collaboration resulting from the HEFCE initiative: the involvement of communities in developing partnerships. It examines their initial involvement and the extent to which they were then incorporated into ongoing partnerships and decision-making. Factors that mitigate against community involvement are discussed. It is concluded that although organizational and institutional links can be highly beneficial to realizing the objective of a widened base of involvement in HE there may be a sense in which the role of communities is either neglected, or worse, omitted. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10