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Mature female learners activating agency after completion of an education foundation degree: professional progression and the teacher shortage crisis (2019)
Journal Article
Bovill, H., Harrison, N., Smith, H., Bennett, V., & McKenzie, L. (in press). Mature female learners activating agency after completion of an education foundation degree: professional progression and the teacher shortage crisis. Research Papers in Education, https://doi.org/10.1080/02671522.2019.1633565

This paper draws upon questionnaire data from 126 mature, female alumni students and interviews with a subset of 20 participants who completed education foundation degrees in three English universities in the South West. Three illustrative cases from... Read More about Mature female learners activating agency after completion of an education foundation degree: professional progression and the teacher shortage crisis.

Using the lens of 'possible selves' to explore access to higher education: A new conceptual model for practice, policy, and research (2018)
Journal Article
Harrison, N. (2018). Using the lens of 'possible selves' to explore access to higher education: A new conceptual model for practice, policy, and research. Social Sciences, 7(10), 209. https://doi.org/10.3390/socsci7100209

© 2018 by the authors. The concept of 'aspiration-raising' has been ubiquitous in the discussion of differential rates of participation in higher education in England for many years. Potential students from disadvantaged backgrounds are constructed a... Read More about Using the lens of 'possible selves' to explore access to higher education: A new conceptual model for practice, policy, and research.

Students-as-insurers: rethinking ‘risk’ for disadvantaged young people considering higher education in England (2018)
Journal Article
Harrison, N. (2019). Students-as-insurers: rethinking ‘risk’ for disadvantaged young people considering higher education in England. Journal of Youth Studies, 22(6), 752-771. https://doi.org/10.1080/13676261.2018.1535174

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. The conventional view since the early 2000s has been that participation in higher education (HE) is a risky pathway for disadvantaged young people in England; the social risk of... Read More about Students-as-insurers: rethinking ‘risk’ for disadvantaged young people considering higher education in England.

Challenging discourses of aspiration: The role of expectations and attainment in access to higher education (2018)
Journal Article
Harrison, N., & Waller, R. (2018). Challenging discourses of aspiration: The role of expectations and attainment in access to higher education. British Educational Research Journal, 44(5), 914-938. https://doi.org/10.1002/berj.3475

© 2018 British Educational Research Association Raising the proportion of young people from disadvantaged backgrounds progressing to higher education has been a key policy objective for successive governments in the UK since the late 1990s. Often thi... Read More about Challenging discourses of aspiration: The role of expectations and attainment in access to higher education.

Access, participation and capabilities: Theorising the contribution of university bursaries to students’ well-being, flourishing and success (2018)
Journal Article
Harrison, N., Davies, S., Harris, R., & Waller, R. (2018). Access, participation and capabilities: Theorising the contribution of university bursaries to students’ well-being, flourishing and success. Cambridge Journal of Education, 48(6), 677-695. https://doi.org/10.1080/0305764X.2017.1401586

For the last 10 years, universities in England have been expected to offer financial support to low-income students alongside that provided by government. These bursaries were initially conceived in terms of improving access for under-represented gro... Read More about Access, participation and capabilities: Theorising the contribution of university bursaries to students’ well-being, flourishing and success.

Success and impact in widening participation policy: What works and how do we know? (2017)
Journal Article
Harrison, N., & Waller, R. (2017). Success and impact in widening participation policy: What works and how do we know?. Higher Education Policy, 30(2), 141-160. https://doi.org/10.1057/s41307-016-0020-x

© 2016 International Association of Universities. Efforts to widen the participation in higher education for disadvantaged and under-represented groups are common to many countries. In England, higher education institutions are required by government... Read More about Success and impact in widening participation policy: What works and how do we know?.

Examining the epistemology of impact and success of educational interventions using a reflective case study of university bursaries (2017)
Journal Article
Harrison, N., & McCaig, C. (2017). Examining the epistemology of impact and success of educational interventions using a reflective case study of university bursaries. British Educational Research Journal, 43(2), 290-309. https://doi.org/10.1002/berj.3263

This paper engages with the continuing emphasis given to evidence-based policy and ‘what works’ approaches in educational research, highlighting some of the continuing epistemological challenges from a post-positivist perspective. To illustrate thes... Read More about Examining the epistemology of impact and success of educational interventions using a reflective case study of university bursaries.

Evaluating outreach activities: overcoming challenges through a realist ‘small steps’ approach (2016)
Journal Article
Harrison, N., & Waller, R. (2017). Evaluating outreach activities: overcoming challenges through a realist ‘small steps’ approach. Perspectives: Policy and Practice in Higher Education, 21(2-3), 81-87. https://doi.org/10.1080/13603108.2016.1256353

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Practitioners are being placed under increasing pressure to evaluate the success of their outreach activities, both by government and by their own universities. Based in a reductionist d... Read More about Evaluating outreach activities: overcoming challenges through a realist ‘small steps’ approach.

Access to higher education: Theoretical perspectives and contemporary challenges (2016)
Book
Mountford-Zimdars, A., & Harrison, N. (2016). Access to higher education: Theoretical perspectives and contemporary challenges. Routledge

How do we understand and explain who has access to higher education? How do we make sense of persisting and new forms of inequality? How can global, national and institutional policymakers and practitioners make higher education more inclusive? Acces... Read More about Access to higher education: Theoretical perspectives and contemporary challenges.

Individual and Social Influences on Students’ Attitudes to Debt: a Cross-National Path Analysis Using Data from England and New Zealand (2016)
Journal Article
Harrison, N., & Agnew, S. (2016). Individual and Social Influences on Students’ Attitudes to Debt: a Cross-National Path Analysis Using Data from England and New Zealand. Higher Education Quarterly, 70(4), 332-353. https://doi.org/10.1111/hequ.12094

© 2016 John Wiley & Sons Ltd. This study examines the construction of debt attitudes among 439 first-year undergraduates in England and New Zealand. It works from a conceptual model that predicts that attitudes will be partly determined by a range... Read More about Individual and Social Influences on Students’ Attitudes to Debt: a Cross-National Path Analysis Using Data from England and New Zealand.

Financial literacy and student attitudes to debt: A cross national study examining the influence of gender on personal finance concepts (2015)
Journal Article
Agnew, S., & Harrison, N. (2015). Financial literacy and student attitudes to debt: A cross national study examining the influence of gender on personal finance concepts. Journal of Retailing and Consumer Services, 25, 122-129. https://doi.org/10.1016/j.jretconser.2015.04.006

This study found a similar result in samples of university students from England and New Zealand to other countries, that males outperform females on financial literacy quizzes. While males outperformed females on a simple compound interest question... Read More about Financial literacy and student attitudes to debt: A cross national study examining the influence of gender on personal finance concepts.

The evaluation of widening participation activities in higher education: A survey of institutional leaders in England (2015)
Report
Harrison, N., Waller, R., & Last, K. (2015). The evaluation of widening participation activities in higher education: A survey of institutional leaders in England

This paper reports the results of an online survey of senior managers with responsibility for widening participation (WP) in English universities. 57 institutions participated, giving a response rate of 38 percent. The questionnaire primarily focused... Read More about The evaluation of widening participation activities in higher education: A survey of institutional leaders in England.

Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity (2015)
Journal Article
d’Aguiar, S., D'Aguiar, S., & Harrison, N. (2016). Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity. Journal of Education and Work, 29(5), 584-613. https://doi.org/10.1080/13639080.2014.1001332

© 2015 Taylor & Francis. It has been argued by some (e.g. the Confederation of British Industry [CBI]) that graduates lack the skills that render them employable. In particular, graduates of science, technology, engineering and mathematics (STEM) s... Read More about Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity.

Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices (2015)
Journal Article
Harrison, N., James, D., & Last, K. (2015). Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices. Research Papers in Education, 30(5), 585-608. https://doi.org/10.1080/02671522.2014.1002526

In the name of curriculum breadth and raising standards, recent government policy in England has removed a large number of non-academic qualifications from the list of those that secondary schools can count in league tables, discouraging their use. M... Read More about Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices.

An ecological fallacy in higher education policy: The use, overuse and misuse of ‘low participation neighbourhoods' (2015)
Journal Article
Harrison, N., & McCaig, C. (2015). An ecological fallacy in higher education policy: The use, overuse and misuse of ‘low participation neighbourhoods'. Journal of Further and Higher Education, 39(6), 793-817. https://doi.org/10.1080/0309877X.2013.858681

One form of ecological fallacy is found in the dictum that ‘you are where you live’ – otherwise expressed in the idea that you can infer significant information about an individual or their family from the prevailing conditions around their home. On... Read More about An ecological fallacy in higher education policy: The use, overuse and misuse of ‘low participation neighbourhoods'.

Towards a typology of debt attitudes among contemporary young UK undergraduates (2015)
Journal Article
Harrison, N., Chudry, F., Waller, R., & Hatt, S. (2015). Towards a typology of debt attitudes among contemporary young UK undergraduates. Journal of Further and Higher Education, 39(1), 85-107. https://doi.org/10.1080/0309877X.2013.778966

As the UK sits on the verge of a major change in the financing of both universities and students, this study seeks to capture and analyse the attitudes to money, borrowing and debt among contemporary young undergraduates. It reports findings from a... Read More about Towards a typology of debt attitudes among contemporary young UK undergraduates.

Modelling the demand for higher education by local authority area in England using academic, economic and social data (2013)
Journal Article
Harrison, N. (2013). Modelling the demand for higher education by local authority area in England using academic, economic and social data. British Educational Research Journal, 39(5), 793-816. https://doi.org/10.1002/berj.3000

Managing the demand for higher education has been a major concern of successive UK governments over the last 30 years. While initially they sought to increase demand, latterly the emphasis has been on widening participation to include demographic gro... Read More about Modelling the demand for higher education by local authority area in England using academic, economic and social data.