Working with/in institutions: how policy enactment in widening participation is shaped through practitioners' experience. Issue 2 (14th December 2020)

• Record Type: Journal Article
• Authors: Rainford, Jon
• Is Part Of: British journal of sociology of education. Volume 42:Issue 2(2021)
• Page Start: 287
• Page End: 303
• Publication Date: 2020-12-14
• Subjects: Widening participation -- higher education -- inequalities -- policy; Educational sociology -- Great Britain -- Periodicals; 306.43
• DOI: 10.1080/01425692.2020.1865130
• Languages: English
• ISSNs: 0142-5692

Abstract

Abstract: Widening participation in higher education is driven by policy that is then enacted by individual practitioners. Practitioners bring with them a wealth of personal and employment experiences which shape their interpretations and enactments. Drawing on 16 in-depth semi structured interviews with practitioners across seven universities in England, a classification is developed in order to conceptualise their orientations to policy enactment. Whilst nationally focused, this study has international resonance especially in marketised higher education systems where policies are similarly enacted. The model developed within the article proposes that personal and professional experience can cause practitioners to orient towards the interests of the institution or the individuals they work with. This orientation can be in compliance with institutional policy or adopt a more transgressive stance. Through deeper theorisation of practitioner positions, we can better understand how to ensure work in this area better serves the individuals whom it is targeted at.