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Dissertations / Theses on the topic 'Widening of participation in higher education'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

Plockyn, Lynsey. "Widening participation : biographies of student transitions to Higher Education." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/382276/.

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Cunningham, Sheila. "Widening participation in higher education : a case study and evaluation." Thesis, Middlesex University, 2011. http://eprints.mdx.ac.uk/9057/.

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This report is an outcome of a research project exploring lecturers’ understanding of widening participation (WP) and how this influences their practice in one North London University. The project was undertaken as part of my DProf studies and was developed from my role and position within the School of Health and Social Sciences in co-ordinating and communicating WP activities. This project was undertaken over five years (2004 – 2009) and was influenced by local and national political and social changes most particularly the range of Higher Education Funding Council documents impacting on WP.

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3

Greenbank, Paul Michael. "Widening participation in higher education : an examination of institutional responses." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/3075/.

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During the past 40 years higher education has moved from an elite to a mass system. Despite this expansion, the working class remain under-represented in HE. They are also disproportionately represented in less prestigious institutions and on lower status courses. Furthermore, the evidence suggests that students from lower SEGs have greater difficulty adapting to university life because of a mismatch between their cultural capital and the middle class culture they encounter in HE. In addition, empirical studies indicate that working class students have less success in the graduate labour marke

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4

Jackson, Louise Hazel. "Mythologies of neoliberalism : an analysis of widening participation to higher education." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18744.

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Notions of Widening Participation to Higher Education are characterised by perceptions of an inherent "goodness" for (Western) democracy. This is based around a premise that predicates social justice upon access to education to ensure sufficient preparation for successful participation in the Knowledge Economy. This correlation between social justice, Higher Education and the Knowledge Economy can be identified as part of the neoliberal ideology that has underpinned political, economic and subsequent educational policies and practices with a rigorous promotion of the Free Market. This thesis e

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5

Connor, Colleen. "Conceptions of widening participation and non-traditional students in higher education." Thesis, Cardiff University, 2008. http://orca.cf.ac.uk/55807/.

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Research into widening participation has considered both the barriers to participation and the experiences of 'non-traditional' students in higher education. However, less attention has been given to the meaning of widening participation and 'non- traditional' students for those working within higher education settings. This study explored the different conceptions of non-traditional students held by staff in a new university through an examination of responses to widening participation policy and the representation and management of diversity in the student population. The study employed a ca

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Hart, Caroline Francesca Sarojini. "Aspirations re-examined : a capability approach to widening participation in higher education." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603793.

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This thesis draws on Amartya Sen’s capability approach to re-examine the complex and dynamic nature of young people’s aspirations, in relation to government strategies to widen participation in higher education in England. Key concepts from Pierre Bourdieu are synthesised with Sen’s work to create a theoretical framework which facilitates new insights into the way young people’s aspirations may be transformed into capabilities. A case study was undertaken involving 580 young people aged 17-19. The city of Sheffield was chosen due to its contrasting areas of participation in higher education. S

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Lightfoot, Nicola Jane. "Interpretations and practice of widening participation within an institution of higher education." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/20837/.

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The interpretations and practices of widening participation are explored using a case study of an academic School within a post-1992 University. The research is based upon the assumption that there are no shared understandings of the agenda and that policy may be reinterpreted by stakeholders. Consequently individuals' interpretations and practice of widening participation were explored. Semi structured interviews with apposite staff were used to uncover their understandings of the agenda. The individuals held a range of posts, as it was believed important to explore differing perspectives of

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8

Fenge-Davies, Lee-Ann. "Realising potential? : the challenges of widening participation for students, further education and higher education." Thesis, Bournemouth University, 2008. http://eprints.bournemouth.ac.uk/21605/.

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This thesis, and the focus of my research, has emerged from my own practice and some of the challenges I have faced as a practitioner involved in developing widening participation initiatives and Foundation Degrees. It consists of an exploration of the value of a Professional Doctorate in enabling researching professionals to develop research in the context of their everyday practice, and how this can encourage practitioners to unsettle their taken for granted notions of their practice world. It uses both a Practice Development Project, and a research project to achieve this aim. In particular

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9

Humphries-Smith, Tania. "An examination into the attitudes of staff in Higher Education towards widening participation." Thesis, University of Southampton, 2004. https://eprints.soton.ac.uk/365586/.

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The expansion of Higher Education has a long history, however, the specific policy of widening participating in Higher Education to those who would not normally enter Higher Education, and in particular those from lower socio-economic groups, was emphasised by Dearing in his 1997 report. The policy and its implementation have produced much literature but little of this studies the perceptions of and responses to this policy This study does precisely that and seeks to determine the attitudes of a range of staff in Higher Education, not just academics, to the widening participation policy as it

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Anderson, Catherine Jennifer. "Partnerships between higher and further education : their contribution to government objectives for widening participation in higher education." Thesis, Middlesex University, 2004. http://eprints.mdx.ac.uk/6678/.

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Widening participation in higher education has been a stated priority of the Government since it came to power in 1997. In its 2001 election manifesto, the Government set a target that, by 2010, 50% of people aged between18-30 will have had the opportunity to experience higher education. The percentage of this age group currently engaged in higher education is calculated at 43%. Government education policy in the last six to seven years has explicitly encouraged collaboration between institutions in the higher and further education sectors as a means of widening participation in higher educati

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11

Bowl, Marion. "'They talk about people like me' : experiencing the barriers: learning from non-traditional students entering higher education." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367671.

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12

Miller, Eula E. "Shaping conversations: nurse lecturers' emotional management in higher education: the unfinished business of widening participation." Thesis, Manchester Metropolitan University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593892.

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Powley, Fiona. "Lifelong learning or lifelong yearning : an analysis of Widening Participation policy implementation in Cumbria, 1999-2001." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289045.

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14

Day, Lynn. "A systemic study into the problem space of widening participation in UK Higher Education." Thesis, University of Portsmouth, 2013. https://researchportal.port.ac.uk/portal/en/theses/a-systemic-study-into-the-problem-space-of-widening-participation-in-uk-higher-education(c68dc766-4205-4d9e-9b0c-3d0a967a23fa).html.

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In this inquiry, I conduct a systemic study into the wide problem space of Widening Participation in UK Higher Education, an initiative introduced in 1998 to promote positive discrimination for HE participation by young, socially disadvantaged individuals. In addition to redressing social justice, positive outcomes from the policy were expected to contribute to reducing high levels of social deprivation and increasing national competitiveness. It was, therefore, intertwined with other social and economic policy arenas but, by 2009, the Government admitted that rates of widened participation ha

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Tlupova, Diana. "New approaches to higher education financing in England and their impact on widening participation." Thesis, Staffordshire University, 2009. http://eprints.staffs.ac.uk/1718/.

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Jones, I. R. "Policy, memory and voice : re-constructing narratives of widening participation in higher education in England." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1559751/.

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This study offers two contributions to research and practice on different representations of widening participation as an analysis of policy but also for policy. The first contribution is methodological. An interpretive methodological framework has been designed by combining narrative policy analysis, institutional ethnography and the concept of bricolage. The framework was used to analyze and interpret policies and practices within six national and institutional policy texts, interviews with seven national and eight institutional policy actors and a diary of field notes and critical events. T

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Skyrme, Julian. "Contextual admissions and social justice in selective English higher education institutions." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/contextual-admissions-and-social-justice-in-selective-english-higher-education-institutions(fe04df15-04f1-4259-a26e-74c34c3bab6c).html.

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The policies that higher education institutions (HEIs) operate when choosing whom to select for admission raise profoundly important issues of social justice. Until recently, HEIs in England have selected applicants for admissions offers primarily on predicted and actual examination achievements. However, newer approaches to selection called ‘contextual admissions’ have emerged in some HEIs that attempt to view the examination achievement of applicants in a wider social context. For example, an increasing number of England’s most selective HEIs are prioritising admissions offers to applicants

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Toloue, Kashefpakdel Elnaz. "An evaluation of selected interventions to raise participation at university within the UK widening participation policy context." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707579.

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The higher education system has undergone considerable change in the past fifty years. Increasing the number of students enrolled in university has been a focus of these changes. Despite the governments’ attempts in reducing the social class gap, there exist very large differences in those applying for r higher education. It seems despite the large socio-economic gap and the elitist image of attending university, UK government policies have not provided suitable support to reduce this gap. The level of concern over this subject has varied across different governments which could possibly have

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Byrom, Tina. "'The dream of social flying' : social class, higher education choice and the paradox of widening participation." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11053/.

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Widening Participation in UK universities is currently a key political concern. Whilst the under-representation of particular groups has been a feature of higher education for many years, participation for groups identified by gender, ethnicity and disability has seen some improvement. However, the participation of students from low social class groups remains an issue. Whilst there are a number of intervention programmes that seek to increase the numbers of young people from disadvantaged backgrounds who do go on to higher education, in this thesis I work closely with a group of non-tradition

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Bickle, Edward. "Widening participation in higher education : an interpretative phenomenological analysis of the aspirations of young people living in low participation neighbourhoods." Thesis, Bournemouth University, 2018. http://eprints.bournemouth.ac.uk/31112/.

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As part of the policy of widening participation, higher education institutions are required to provide effective, targeted outreach programmes to raise the aspirations of certain groups of young people to aspire to higher education. Whilst research, particularly in the short-term, suggests that these outreach programmes are successful at raising aspirations, there is a lack of interpretative research approaches that examine aspiration as a construct of everyday lived experience. Using Interpretative Phenomenological Analysis as a research approach, a series of interviews were conducted with fi

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Eden, Robert. "Gaining the 'piece of paper' : a biographical and classed analysis of 'widening participation' students' transitions to higher education." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4224/.

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This thesis develops a class-biographical analysis of ‘widening participation’ students’ transitions to higher education (HE). It unpacks the participants’ complex educational, professional and family biographies, and depicts the nuances of class instability and credentialism that defined their educational strategies, which centred upon gaining the ‘piece of paper’ (HE qualifications). Through this class-biographical analysis the thesis focuses on how these participants understood and placed value upon HE and its credential system, rather than focusing on how HE might see them (that is, as blu

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Friend, Katherine Louise. "Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/23569.

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This nested multi-site case study uses data from interviews with thirty underrepresented students to explore how these students experience elite universities. Although greater numbers of underrepresented students are enrolling in university than ever before, those from non-traditional backgrounds are largely excluded from elite universities. Elite universities in the United States, England, and Scotland are all striving for increasingly higher levels of excellence, status, and funding to raise and maintain their global positions as university rankings continue to affect student choice and perc

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23

Andrews, Margaret T. "Access policy and practice in further and higher education : investigating 'success' as access turns into widening participation." Thesis, University of Greenwich, 2006. http://gala.gre.ac.uk/6097/.

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The policy shift to widen participation in recent years has emerged using language associated with radical, practitioner-led discourses on post compulsory education and training (PCET) of the 1970s and 80s and even from earlier periods. This research focuses on the underrepresented student experience and perceptions of success within the PCET system. It uses a mainly qualitative approach to analyse the experience of staff and students in two further education (FE) colleges and two universities with traditions of widening access to underrepresented groups to explore good practice in widening ac

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Lephalala, Mirriam M. K. "Widening student participation in higher education : challenges for policy and practice in South Africa : a case study." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24824.

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The transformation of the higher education system in South Africa emanates from the Reconstruction and Development Programme of 1994 with its focus on redressing past racial inequities. The thesis seeks to explore the extent to which political, educational and social imperatives for increased student access are realised in the face of multiple structural forces at the institutional level. While, in general, higher educational institutions seem to be responding positively to the policy imperatives about widening student access, several factors - including the continued low retention and optimum

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Uribe, Jorquera D. A. "Widening participation in higher education : policies and institutional settings : cross-country perspectives and an empirical analysis of Chile." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1540174/.

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In the last three decades, Higher Education (HE) has experienced an unprecedented expansion worldwide. In many countries, governments have transferred the cost of HE from taxpayers to individuals and households as a means of increasing the provision on a financially sustainable basis. Most policies have attempted to address the issue of low-income students’ participation by setting student aid policies for those unable to afford HE costs. Nonetheless, the starting point of this thesis is that the goal of equity in HE should not begin with, or be confined to, HE policy but must address school e

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Howard, Christopher David. "Assessing the Usefulness of a Multi-Functional Approach to Evaluation in the Context of Widening Participation into Higher Education." Thesis, Staffordshire University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522124.

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Devincenzi, Karl. "Aspiring towards higher education? : the voice of the year 11 student." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3300.

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In 2001 the then UK Government set a national target to get 50 per cent of young people between the ages of 18 and 30 into higher education by the year 2010. To achieve this goal, higher education institutions were required to deliver Widening Participation initiatives that would target under-represented groups in a bid to raise aspirations and bring them into the sector. The study that underpins this thesis was an investigation into the issues surrounding widening participation from the perspective of students in their final year of compulsory schooling. It began as a year-long longitudinal s

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Leahy, Sheila M. "An investigation into partnership working to widen participation in higher education in the south-west of England, with particular reference to Lifelong Learning Networks (LLNs)." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601633.

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Partnerships between Higher Education Institutions (HEIs) and Further Education Colleges (FECs) were a specific recommendation of the 1997 Dearing Review and a major component of New Labour's 'Third Way'. Between 1997 - 2010 one of the key policy drivers was to widen participation in higher education with a target of 50% participation of 18 - 30 year olds by 2010. Funded partnerships were seen as the mechanism to achieve this target. Arguably partnerships between higher education (HE) and further education (FE) were not new. Many of the so-called 'post-92' universities which had previously bee

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Mathekga, Abbey Mokwape. "Towards widening access to underrepresented groups in the biological sciences : a case study of the University of Pretoria." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24039.

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Since the dawn of democracy in South Africa, significant progress has been made with regards to access to higher education. However, widening participation to under-represented groups in science and technology fields, with special reference to Biological Sciences, still remains a challenge. Despite the growing number of black students in this programme, there is still a substantial gap in terms of the enrolment numbers of student from this racial group in the Biological Sciences. This research is a case study carried out in the faculty of Natural and Agricultural Sciences at the University of

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Msigwa, Faustina Martha. "Widening participation in higher education for students from the low socio-economic status group? : a social justice analysis of student loans in Tanzania." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702490.

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Higher education (HE) is expanding internationally driven by governments' dual concern to develop human capital that will contribute to economic growth and individuals' desire to expand their capabilities. However, as participation in HE expands, national governments are no longer able or willing to meet the costs. Financing of HE through provision of student loans has become the most popular strategy globally for funding undergraduate degrees. Widening participation as HE expands therefore depends on socially just distribution of loans. The Tanzanian student loans programme targets the suppor

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Redmond, Paul M. "Outcasts on the inside? : a case study of the career aspirations and experiences of widening participation students from a Merseyside college of higher education." Thesis, Open University, 2004. http://oro.open.ac.uk/49176/.

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Häggblom, Pia. "The impact of Universal Design for Learning in higher education. Experiences of university teachers two or three years after attending a workshop series on UDL." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27318.

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The purpose with this study is to problematize implementation of the concept of universal design for learning (UDL), (Meyer, Rose & Gordon, 2014) in higher education. The study focuses on what university teachers express regarding their experiences of the concept of UDL two or three years after having taken part of a series of workshops to learn UDL. The analysis was done using content analysis (Cohen, Manion & Morrison, 2011) and the theoretical framework of Designs for Learning (DFL) was used in order to highlight the results (Marie Leijon & Lindstrand, 2012; Selander, 2008; Selander & Kress

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de, Silva Moira Eilona Margaret. "Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15828.

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Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual learning (Johnson & Johnson, 2009). In the global university, it is believed to have the potential of increasing intercultural contact since students work together in small groups to conduct projects related to their discipline. The assumption is that students will learn the intercultural skills they need for an interconnected world by studying and learning in groups with linguistically and ethnically diverse others (Association of Commun

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Srivastava, Angela. "Widening access : women in construction higher education." Thesis, Leeds Beckett University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306958.

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Andersén, Annelie. "Ett särskilt perspektiv på högre studier? : Folkhögskoledeltagares sociala representationer om högskola och universitet." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15067.

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Avhandlingen syftar till att undersöka folkhögskoledeltagares sociala representationer om högskola och universitet. Enligt teorin om sociala representationer är folkhögskoledeltagarnas sociala representationer om högskola och universitet något som skapas socialt och förändras beroende på deltagarnas erfarenheter av högskola och universitet. Avhandlingen syftar också till att undersöka dessa sociala representationers ursprung och framväxt, liksom om de har påverkats av andra sociala representationer exempelvis dem om folkhögskolans särart. För att identifiera folkhögskoledeltagarnas sociala id

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Graham, Claire Louise. "Institutional commitment to widening participation : mission, rhetoric and framing." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1117/.

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This thesis is based upon a case study of six higher education institutions (HEIs) and their ‘framing’ of commitment to widening participation. Using elements of Fairclough’s (1995) critical discourse analysis, the thesis analyses the discursive strategies that the HEIs used to position their widening participation work in marketing literature and open day settings, as well as via policy documents and statements made by staff. Bernstein’s (1990) notions of classification and framing are applied as a framework for understanding how widening participation work is presented as part of a ‘whole in

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Chan, Shui Kin. "Widening participation in adult education in Hong Kong : a policy perspective." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/2943/.

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Burke, Penny Jane. "Accessing education : a feminist post/structuralist ethnography of widening educational participation." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10006638/.

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This thesis represents a small-scale ethnography of access education. Using methods of auto/biography, I study the field of access education through students' life stories, spoken narratives and diary entries, while writing myself and aspects of my own auto/biography into the research. My analytical approach is framed by feminist post/structural theories, drawing on analytical tools such as deconstruction and discourse analysis and conceptual tools including power, collaboration through praxis, reflexivity, subjectivity and experience. The thesis focuses on a group of students returning to lea

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McCormack, Pauline. "Fortress education : a study of widening participation in an elite UK university." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399337.

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Bailey, Wayne Derrick. "Social deprivation and widening participation : the continuing power of local culture." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/24267/.

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This thesis explores why a group of young people with level 3 qualifications, living within traditionally working-class communities, choose not to participate in HE. It discusses their expectations, motivations and aspirations and the social, cultural and personal factors that contribute to their decision making. The findings are drawn from a set of semi-structured interviews with 36 sixth form students. The research adapts a Bourdieuian framework and utilises a three-level methodology. Though the analysis considers the subjective points of view of the participants, with respect to their non-p

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Cordell, Susan Ingrid. "Narratives of access to higher education : an examination of representations of widening access to higher education in popular culture." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575482.

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At various times during the history of the university in England different groups have been denied access because of their circumstances and characteristics. There have also been points when great expansion has taken place. This thesis aims to explore these points in time; namely the emergence of the red-brick universities in the late nineteenth century, the plate-glass universities in the 1960s and the period post-1992 when many former polytechnics were granted university status. The methodology has been developed from the notion that texts, particularly works of fiction, are under-used as a

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Baryana, Kuldeep Singh. "Widening participation in Further Education : overcoming barriers to adult lifelong learning from the student perspective." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4211/.

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This thesis reports on barriers and enablers to participation within Further Education from the perspective of the student voice. It is based on the work of Veronica McGivney (1993) who reported on research undertaken by Cross (1981) which divided deterrents to participation into three categories, namely, Situational, Institutional and Dispositional. McGivney reports these categories to be “oversimplified”. Student participation/non-participation is explored via the opinions/perspectives of learners on the Access to Higher Education Programme within a traditional mining community which is in t

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Kelly, Kathleen F. Franklin David L. "Forecasting adult participation in higher education." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514775.

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Thesis (Ph. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 8, 2005. Dissertation Committee: David Franklin (chair), John L. Brickell, Edward R. Hines, William E. Piland, Robert A. Wallhaus. Includes bibliographical references (leaves 165-170) and abstract. Also available in print.

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Kelly-Blakeney, Eileen. "Student experiences of widening participation in initial teacher education in Ireland : a Bourdieusian analysis." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6427/.

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Employing Bourdieu’s three-level approach to studying a field, this research investigates student experiences of widening participation (WP) in initial teacher education (ITE) in Ireland. In Bourdieusian terms, ITE is conceptualised as a ‘sub-field’ and a ‘dual-field’ at the intersection of two larger fields of practice: higher education and the teaching profession. Positioned as such, ITE has been impacted by policy developments emanating from both the Higher Education Authority as well as the Irish Teaching Council. In ‘mapping the field’ of ITE with regard to WP, the study finds that partic

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Boliver, Vikki. "Social inequalities and participation in UK higher education." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491572.

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McInally, Lauren. "Analysis of the factors influencing higher education participation." Thesis, University of Strathclyde, 2018. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=29527.

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This thesis contributes to the theory of the demand for higher education through an empirical analysis of higher education participation in Great Britain (with particular reference to Scotland). Three dimensions of higher education participation are empirically assessed using Higher Education Statistics Agency data: the effects of tuition fees, differences in participation by gender and student mobility. These research themes are pertinent to policy in the provision of higher education. The chapter 'Tuition Fees and Higher Education Participation' examines the impact of the abolition of tuitio

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Boaventura, Patricia Silva Monteiro. "Defining student participation and empowerment in higher education." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/16049.

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Submitted by Patricia Boaventura (patboaventura@gmail.com) on 2016-03-23T17:47:10Z No. of bitstreams: 1 PatriciaBoaventura_Dissertacao2016_03_23.doc: 1183232 bytes, checksum: ba51193d608fbed532eb57c10e5f1cd8 (MD5)<br>Rejected by Pamela Beltran Tonsa (pamela.tonsa@fgv.br), reason: Boa tarde Patricia, Para que possamos aprovar seu trabalho é necessário alguns ajustes conforme norma ABNT/APA. * Seu titulo esta diferente da ATA, caso realmente exista essa alteração é preciso o professor orientador vir até a secretaria para fazer a alteração no verso da ATA com o titulo atual. Caso contrár

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Koshy, Paul Malcolm. "Equity Policy and Participation in Australian Higher Education." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/70567.

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This thesis undertakes an analysis of key issues in Australian higher education equity policy in view of current policy settings and empirical research on the determinants of undergraduate higher education participation. Equity policy is defined to include government initiatives to promote higher education participation amongst groups who have been historically disadvantaged in their access (‘equity student groups’) and the categorisation and measurement tools used to identify students belonging to these groups.

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Roberts, Kathryn. "Widening participation in management education and training : an examination of modularity and distance learning at a College of Further Education." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421125.

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Brown, Nicole Renae Portell. "College Student Leadership Development Participation and Emotional Intelligence." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036395.

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<p> Leadership development has been identified as a key college outcome (Komives, Dugan, Owen, Slack, & Wagner, 2011). Emotional intelligence as a leadership development framework has shown promise in many applications (Petrides, 2011). Able to be augmented through purposeful training and practice, high levels of emotional intelligence have been linked to job performance, healthy relationships, and emotional well-being (Joseph, Jin, Newman, & O’Boyle, 2014). This study focused on changes in emotional intelligence as a metric for personal and professional development through a

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