Abstract
The UK has a longstanding and successful approach to expanding participation in higher education (HE) by students from under-served groups, whilst retaining academic quality. This has been achieved by focusing not just on who gains access to the academy, but also on ensuring their success within HE and beyond. This approach is explicit in the National Strategy for Access and Student Success, and the newly introduced Teaching Excellence Framework (TEF), which in 2017 assessed and graded the teaching excellence of 295 higher education providers (HEPs). This chapter draws on two research projects focusing on widening participation (WP) and student success, which involved 21 HEPs, to explore the role of leadership in institutional change to promote diversity and success. The discussion is framed around Felten et al.’s action principles for leadership to improve the undergraduate experience (Felten et al., The undergraduate experience. Focusing institutions on what matters most. San Francisco: Jossey-Bass, 2016), and the principles are extended to include further learning from these UK studies.
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Thomas, L. (2018). Leadership for Institutional Change to Promote Diversity and Success. In: Shah, M., McKay, J. (eds) Achieving Equity and Quality in Higher Education. Palgrave Studies in Excellence and Equity in Global Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-78316-1_1
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DOI: https://doi.org/10.1007/978-3-319-78316-1_1
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