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 the process of redefining its identity following the closure of local coal mines within the last few decades. To accommodate the complexity that arose from this research, the discourses of both ‘individual needs’ and ‘student voice’ have been problematised. Quantitative and qualitative survey methods are drawn upon including data from questionnaires, focus group and college Management Information Systems. Nine emergent themes that may act as sub-layers to the themes of Situational, Institutional and Dispositional categories reported by McGivney and one meta-theme (Opportunity) are discussed. High levels of interrelatedness between emergent themes point to a fluid dynamic within the decision-making process of prospective participants. The research concludes with a practical ‘framework for participation’ that attempts to reflect this fluidity.
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Widening participation in Further Education: Overcoming barriers to adult lifelong learning from the student perspective
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