Effective Approaches to Enhancing the Social Dimension of Higher Education I:
Linz, March 22 2017
Mary Tupan-Wenno ECHO, Center for Diversity Policy
EAN, European Access Network
GAPS, Global Access to Postsecondary Education initiative
Why
• Social Justice driven reasons
Creating better and more equal opportunities
• Economic Reasons
To find better solutions for current and new socio
economic challenges
• Emancipation & Inclusion
What are Effective
Approaches?
Towards an inclusive & holistic approach
learning environment
images & expectations System/structure
sense of belonging
of students & staff
Person
Ethnic group
Gender
Sexual
orientation
Religious group
Age
Family
Education
background
Socio economic
background
Social identities & intersectionality Edwin Hoffman
Student impact and institutional impact Paul Thayer Colorado State University
Focus on innovation
IDEAS Identifying effective approaches to enhancing the
social dimension in Higher Education
report:
Making inclusion in Europe a reality
Source:ModeldevelopedbyECHO
IDEAS IDentifying Effective Approaches to
enhancing the Social dimension in
Higher Education
http://www.equityideas.eu/
EU funded project from
October 2013 – March 2016
Aims and Objectives • Identifying effective and efficient approaches (programmes
and policies) on micro and meso level
• Understanding the enabling factors which allow successful
examples of practices to take root
• Developing a database with examples of good practice with
proven quantitative and qualitative successes (Europe &
Global)
• Partners providing data, analysis and frameworks of tested
experience to inspire, disseminate, replicate and scale up
Outcomes and deliverables
• 57 (peer reviewed) cases from 20 countries (70%
from Europe)
• 25 different dissemination activities
• More than 2000 unique visits to the website
• About 15000 contacts made through social media
• An analysis of the first 57 cases and a policy paper
Dissemination to improve
inclusion in HE needs
advocacy as well
Results
Types of cases
• Cases that engage with communities to change
aspirations of young people;
• Cases that focus on prevent ‘castes’ in higher
education or to put it positive focussed on
developing inclusive learning communities;
• Cases to bypass administrative/systemic
barriers.
gfsffga
Student
Staff
Management&Organisa on
Curriculum
gfsffga
Prepara on
Access
Success
Transi ontothelabourmarket
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Aspira ondevelopment
Crea ngasenseofbelonging
Raisingawarenessnegstereotypes
Academicsupport
Psychologicalsupport
Mentoringbyrolemodels
SummerPrograms
IncreasingSTEM
ImprovingprofessionalSkills
Staff
D
evelopment
Studentfunding&Scholarships
Community&familyengagement
Ini a ngsystema cchange
Funding sources of successful cases
•
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
FinancialContribu on
InkindContribu on
StudentsasVolunteers
Allcases
Europeancases
When are practices successful?
The ‘good’ of Good Practices
The ‘good’ of good practices I • Good practices that have proven their success in terms
of time and survived policy and political changes. These
practices often have intended and unintended outcomes
and impact;
• Good practices that have proven their success in terms
of measurable results and successful qualitative
outcomes;
• Good practices that are efficient apart from being
effective because they can be replicated in a fairly short
time with a limited amount of resources;
The ‘good’ of good practices II • Good practices that have proven their success in a short
timespan and have the potential to grow to a long term
sustainable success;
• Good practices that are innovative in their aims & way of
implementation. Practices that dare to challenge;
• Good practices that support the visibility and success of
groups that have been underrepresented and invisible
because of a lack of acknowledgement and policy:
indigenous groups or undocumented groups.
Conclusions?
Main conclusions • Being intentional matters
• Context matters
• Support structures matters
• Awareness and attitudes of staff matters
• Monitoring and research matters
• Funding matters
• Understanding the worlds students come from
matters narratives
Combining a vision on
inclusion and quality matters
Making Excellence inclusive
Organisational
type, culture,
capabilitiy,
capacity
External political, economic and social environment
Local context
Intervention features
and design
Complexity
Relative
advantage
Compatibility
Others
Geography
Community
structures
Community
cutlures
Institutional
sturctures
Political
priotiies Economic
climate
Structures
(including
funding)
Kirsten Junge, Tavistock Institute