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SUMMARY:PROMOTING FAIRER ACCESS TO HIGHER EDUCATION: THE NECESSITY OF CONT
 EXTUALISED ADMISSIONS - Dr Andrew Bell (Department of Experimental Psychol
 ogy)\, Vikki Boliver (Professor of Sociology\, Durham University)\, Peter 
 Thonemann (Tutor for Access\, Wadham College\, University of Oxford)\, Nei
 l Harrison (Deputy Director of the Rees Centre for Fostering and Education
 \, Department of Education\, University of Oxford)
DTSTART;VALUE=DATE-TIME:20190225T170000Z
DTEND;VALUE=DATE-TIME:20190225T193000Z
UID:https://talks.ox.ac.uk/talks/id/e195ca5c-99f6-4af2-b644-617bb3e5c8e2/
DESCRIPTION:UK universities are increasingly being called upon to reduce a
 cademic entry requirements for disadvantaged applicants as a vital means o
 f promoting fairer access to higher education. This contextualised approac
 h to university admission recognises that the school attainment of disadva
 ntaged learners does not necessarily do justice to their academic potentia
 l\, and that standard entry requirements typically exceed the minimum need
 ed to succeed at degree level. In this lecture\, I lay out the ethical cas
 e for reducing entry requirements for disadvantaged learners\, arguing tha
 t fairness is best conceptualised in terms of distributive rather than pro
 cedural justice. Drawing on the findings of research projects funded by th
 e Scottish Funding Council\, the ESRC and the Nuffield Foundation\, I show
  that entry requirements could be reduced significantly for disadvantaged 
 learners without ‘setting them up to fail’\, but that universities are
  often conflicted about reducing entry requirements given the prestige att
 ached to admitting only high achievers who can be expected to succeed at u
 niversity as a matter of course. I also discuss the scope for radical redu
 ctions in entry requirements\, in conjunction with more active support for
  students’ learning whilst at university. Finally\, I argue that context
 ualised admissions policies must be targeted accurately if they are to be 
 effective\, which means using administratively verified individual-level m
 easures of contextual disadvantage\, rather than area level measures such 
 as the POLAR measure of low HE participation areas.\n\nThis seminar is num
 ber four in a five-part public seminar series on ‘Student Access to Univ
 ersity’\, led by the Department of Education and convened by Jo-Anne Bai
 rd (Director\, Department of Education) and Simon Marginson (Professor of 
 Higher Education\, Department of Education). The series forms part of the 
 department’s 100th Anniversary celebrations\,  marking 100 years of lead
 ing research in education. The series will be held at venues across the Un
 iversity and aims to encourage public discussion and move access forward b
 y bringing a research-based treatment to it.\n\nRegistration is required.\
 n\nSEMINAR SPEAKERS\nThis seminar will be chaired by Andrew Bell (Universi
 ty College\, University of Oxford). The speaker will include\, Vikki Boliv
 er (Professor of Sociology\, Durham University) and a response will be giv
 en by Peter Thonemann (Tutor for Access\, Wadham College\, University of O
 xford) and Neil Harrison (Deputy Director of the Rees Centre for Fostering
  and Education\, Department of Education\, University of Oxford).\nSpeaker
 s:\nDr Andrew Bell (Department of Experimental Psychology)\, Vikki Boliver
  (Professor of Sociology\, Durham University)\, Peter Thonemann (Tutor for
  Access\, Wadham College\, University of Oxford)\, Neil Harrison (Deputy D
 irector of the Rees Centre for Fostering and Education\, Department of Edu
 cation\, University of Oxford)
LOCATION:Lady Margaret Hall (TBA)\, Norham Gardens OX2 6QA
TZID:Europe/London
URL:https://talks.ox.ac.uk/talks/id/e195ca5c-99f6-4af2-b644-617bb3e5c8e2/
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DESCRIPTION:Talk:PROMOTING FAIRER ACCESS TO HIGHER EDUCATION: THE NECESSIT
 Y OF CONTEXTUALISED ADMISSIONS - Dr Andrew Bell (Department of Experimenta
 l Psychology)\, Vikki Boliver (Professor of Sociology\, Durham University)
 \, Peter Thonemann (Tutor for Access\, Wadham College\, University of Oxfo
 rd)\, Neil Harrison (Deputy Director of the Rees Centre for Fostering and 
 Education\, Department of Education\, University of Oxford)
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