1. Evaluating WP initiatives at Kingston University: Overcoming the challenges
28 February 2019
Katie Rakow
Access, Participation and Inclusion

2. Evaluating widening participation initiatives at KU
Kingston University
over one-third mature students
over 10% declared a disability
two-thirds commuting from outside the borough
over 40% students self-defined as BAME
over 50% first generation in HE
Project Aims:
Understand the student reach of some support initiatives/services
Evaluate the effectiveness of some student support initiatives
Develop a deeper understanding of the KU student experience
Identify effective ways to enable them to engage with their university studies

3. Kahu & Nelson (2018) explanatory model of Student Engagement

4. Possible methods and associated challenges
Using available data e.g., case notes, exchanges
Surveys and semi-structured interviews
Challenges
Ethical issues
Double-hermeneutic
Triggering stereotype threat
Selecting measures for each construct

5. Possible methods and associated challenges
Using available data e.g., case notes, exchanges
Surveys and semi-structured interviews
Challenges
Ethical issues
Double-hermeneutic
Triggering stereotype threat
Selecting measures for each construct

6. The educational interface (Kahu & Nelson 2018)
Predictor variable
Outcome variables
I’m confident I have the skills / knowledge…
Self-report – passing?
Progression – pass first attempt
Continuation –enrolled on 01 Dec
Trait?
State?
Emotionality? Appraisal?
Academic Integration
Social integration
Belonging
Wellbeing - SWEMWBS
Student Groups

7. Which student groups?
Access and Participation Plan – commitment to improve continuation (Level 4 sts)
Household income group
Gender
Age
Ethnicity
Care leaver
Disability group
Commuter group (time travelled)
Clearing entrant y/n
Entry qualification group (BTEC vs non-BTEC)
Assuming permissions…So mixed methods approach to gain deeper insight

8. References
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: understanding the mechanisms of student success. Higher Education Research & Development, 37,
Pajares, F. (1996) Self-efficacy beliefs in academic settings. Review of Educational Research, 66,
Spencer, S. J., Logel, C., & Davies, P.G. (2016). Stereotype Threat. Annual Review of Psychology, 67, 415–37.
Short Warwick Edinburgh Mental Well-Being Scale (SWEMWBS) © NHS Health Scotland, University of Warwick and University of Edinburgh, 2008, all rights reserved.
Vallerand, R.J., Blais, M.R., Brière, N.M., & Pelletier, L.G. (1989). Construction et validation de l'Échelle de Motivation en Éducation (EME). Revue canadienne des sciences du comportement, 21,
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Education and Psychological Measurement, 52, 1003–1017.
Vallerand, R.J., Pelletier, L.G., Blais, M.R., Brière, N.M., Senécal, C.B., & Vallières, E.F.( ). Educational and Psychological Measurement, vols. 52 and 53.
Yeager, D.S., Walton, G.M., Brady, S.T., Akcinar, E.N., Paunesku D, et al. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences of the United States of America,113, E3341-E3348.

9. Thank you for listening

10. Source: Yeager, et al. (2016) E3342