Developing a Business Case for Embedding WP and Managing Student Diversity

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Developing a Business Case for Embedding WP and
Managing Student Diversity
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Overview

• Part 1 Widening Participation, Diversity and
  the HE Context
• Background on the diversity paradigm, how it
  relates to WP, business case for diversity
• Part 2 Developing a Business Case
• Benefits, costs, risks and barriers
• Part 3 Moving Forward
• The change process, managing change to create a
  desired outcome

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Part 1Widening Participation, Diversity and the
HE Context
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Widening Participation

• A portmanteau term (Watson, 2006)
• It may be
• A desired outcome
• A process, activity or set of activities
• A type of student

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Different approaches to WP
Academic Differential Provision Transformative
Assimilation Group-focused (targeting) Peripheral and operational Externally driven Separation or compensation Group-focused (targeting) Peripheral and operational (bolt-on) Pragmatic Mainstream adaptation Individual focused Central and strategic Externally and internally driven
Based on Wilson Iles (1996) Jones and Thomas
(2005)
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Student Diversity

• "Diversity is...the concept that people should
  be valued as individuals for reasons related to
  business interests, as well as for moral and
  social reasons.(CIPD)
• May be an outcome of WP activities
• May be an outcome of other activities - e.g.
  employer engagement
• A wide range of starting points

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What is Managing Diversity?

• Two key assumptions
• The heterogeneity and diversity of social groups
• Organisations can benefit from understanding and
  valuing difference and managing diversity
  effectively
• Both have implications for organisational change
  and professional practice - a business case

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Drivers for Change

• Internally driven
• Rests on business case
• Perceives MD as investment

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Degree of Integration

• Strategic
• Internalised by all

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Perception of Difference

• Difference perceived as asset/richness
• Mainstream adaptation advocated

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Focus of Action

• Development for all individuals
• Universal initiatives
• Supported by wider pluralistic knowledge base

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MD - Where are we?

• Originally private sector
• More recent application to public/not for profit
  sector
• Focus on employment
• Generally not as well developed in relation to
  customer/client diversity especially student
  diversity

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Part 2Developing a Business Case
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Why should we engage in WP?

• Because we have to? (Legal arguments)
• Because we want to? (Ethical arguments)
• Because it is in our interests? (Business case
  arguments)
• What are the implications of these different
  motivations?

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Why a Business Case?

• Creates internal arguments for student diversity
  and WP based on benefits to institution
• HE Sector is partially marketised, so business
  arguments apply
• HE sector is diverse, so not one size fits all
• Organisational change

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However

• In the HE context, mission commitment to issues
  of social justice important and valued
• THEREFORE
• Social and ethical considerations form a core
  element of a business case. May link to history,
  reputation and issues of institutional
  self-identity.
• Potential marketing/reputational implications.

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Elements of a Business Case

• Potential benefits to the institution
• Potential costs, risks and barriers
• Differential impacts on different stakeholders
• Do the benefits outweigh the costs?
• Can the costs be met?

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External Drivers
Internal Drivers
Recruitment Pool of Talent Improving TL New
markets Reputation (Access to funding)
Legislation Funding and policy drivers Ethical
drivers - Social justice
Organisational Change
Mission Commitment Corporate Social Responsibility
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Potential benefits to institutions

• Increased student numbers
• Tapping the pool of talent
• Improving teaching and learning
• Access to funding
• New roles and markets
• Complying with legislation
• Reputation

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Drivers for WP and Diversity
Academic Differential Provision Transformative
Pool of talent Legislation Mission Commitment New roles and markets Recruitment Access to funding Mission Commitment Recruitment New roles and markets Improving LT Mission commitment, especially social justice
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Costs and risks

• Additional cost of supporting the learning
  experience
• Costs of low retention
• New course development (for new student markets)
• Academic standards
• Diverting funding from core business

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Barriers

• Internal barriers context specific, e.g.
• Other activities such as research being more
  highly valued
• Institutional history and perceptions held by
  prospective students (and some staff!)
• Fear of adverse effect on existing student
  cohorts
• External barriers, e.g. funding system

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Part 3Moving Forward
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Institutional Change

• Embedded WP means institutional change
• Managing Diversity approach implies moving in
  line with institutional mission and integration
  within institutional strategy
• Should be
• Evidence based
• Pan-institutional
• Inclusive of all stakeholders

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Managing Change
Change
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Managing Change
Change
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Explore Gather Data

• Examples from other HEIs
• Existing literature and research
• Recruitment, retention and transition figures
• Student and staff feedback
• Examples of effective practice
• Horizon-scanning for external changes e.g.
  demographic change, new Govt policy

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Explore Review

• Identify assumptions in policies, e.g. that
  students will be 18-19 that A-levels are
  superior to vocational qualifications etc.
• Identify assumptions in practices, e.g. that all
  students have European cultural capital that
  mature students all have the same requirements
  etc.
• Stakeholder views on status quo - including
  students

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Managing Change
Change
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Analyse

• What does the evidence tell you about where you
  are now?
• What does the evidence tell you about where you
  want or need to be?
• What needs to change in order to get there?

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Managing Change
Change
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Decide

• For each option
• Benefits
• Financial (short and long term)
• Reputational, market positioning, student
  experience etc
• Costs
• Direct cost of change
• Financial and other impacts on all areas of
  operation

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REFLECT

• What is the nature of the preferred option
• Assimilation, compensation or valuing
  difference?
• Strategic or operational?
• Central or peripheral?
• Process or outcomes focused?
• Targeting groups or recognising individual
  difference?
• What do different stakeholders think?

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Managing Change
Change
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Act Pilot

• Consult with all stakeholders on preferred
  options
• Launch initial/pilot change programme with a
  system of continuous review
• Include all stakeholders in implementation and
  review
• Assess the outcomes of the pilot and use to
  inform further work - go through cycle again!

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Act Mainstream

• What are the performance indicators?
• How well does the initiative scale up?
• Could there be unforeseen implications?
• How will initial and ongoing staff development
  needs be met?
• How consistent is the change with the mission,
  vision and values of the institution?

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How will you know that you have succeeded?
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Resources

• Leadership Foundation for Higher Education
  http//www.lfhe.ac.uk/diversity/dr/
• Multicultural Awareness Project for
  Institutional Change http//www.education.umn.edu
  /CRDEUL/reports.html
• Higher Education Academy http//www.heacademy.ac.
  uk/ourwork/institutions