Investigating school / pupil focused outreach led by universities aimed at increasing HE participation in STEM subjects by underrepresented young peo

摘要回顾英国大学提供的部分干预措施的目标、设计和影响，解决五个关键问题：*英国大学主导干预措施的设计基础是什么？*三个关键利益相关者在(I)学生参与者、(Ii)促进他们参与的教师、(Iii)提供干预措施的大学教职员工参与之前和之后对这些干预措施的动机、观点和经验是什么？*如何改进此类干预措施的协作设计和交付，以提高参与学生的STEM参与度？*当地需要什么来发展保持大学自主权、提高影响力、但也降低了潜在的重大司法障碍(Jones等人，2016)？*这项活动对申请和进入大学有什么影响？这项工作将利用重叠研究领域的现有知识：*扩大高等教育参与度：在国家和全球范围内，提高代表性不足群体的高等教育参与度所面临的挑战。*学生参与STEM：支持和阻碍不同人口群体参与STEM的因素；*有效设计：被证明对儿童的STEM选择有积极影响的干预措施和经验，以及大学在多大程度上拥有提供它们所需的专业知识和人力资源。*大学前儿童参与可持续发展计划博士研究将利用：*对当前做法的审查：*访谈证据，旨在跟踪大学设计的干预措施的经验，目的是抽样，采访具有代表性的经历范围的参与者。拆解这些参与者的经验，以确定成功的障碍。*大学学术人员对他们的观点和经验的访谈和参与者的观察：*入学前的动机、观点和期望*对经历的反思*教师*学生参与者*与用户团体合作改进模型*将研究结果与现有的ESRC研究目标(Archer等人，2013)和LSYPE(Kating等人，2010)的影响、目的和目标进行比较*更好地了解SES较低级别学生的需求*在校本WP中制定政策和实践的证据基础，*通过完善性质来提高ESRC研究的优先‘生产力’，通过社会文化框架进行大学前WP/STEM干预的设计和效果具体如下：*什么帮助具有WP背景的学生进入大学？背景特征和障碍是什么？*回顾参与WP活动的大学学术人员的先入为主的概念。*利用学者、学校教职员工和与他们接触的学生的洞察力，制定更有效的可持续发展干预措施。*发展大学持续专业发展，使学术人员能够影响可持续发展活动。*设计、评估和开发WP/STEM干预措施，并为国内和国际实践提供信息，以平衡该机构通过任人唯贤的选择和社会正义追求成就的愿望。*实施和评估大学提供的方案，以帮助与学校建立更好、更可持续的关系。*致力于确定HEFCE的“研究差距”，以评估学术研究和实践者主导的倡议的结果。(摩尔等人，2013)

SummaryTo review the goals, design and impact of selected interventions delivered by UK universities, addressing five key questions:* What definition of WP underpins the design of UK-based university-driven interventions?* What are the motivations, perspectives and experiences of three key stakeholders to these interventions, as captured both before and after participation of (i) student participants, (ii) teachers that facilitated their participation, (iii) university-based academic staff delivering the intervention?* How can the collaborative design and delivery of such interventions be improved to increase STEM engagement amongst participating pupils? * What is needed locally to develop WP interventions that maintain university autonomy, raise impact, but also lower potentially significant 'barriers to justice' (Jones et al., 2016)?* What effect does this activity have on application and entry to university?The work will draw upon existing knowledge in overlapping fields of study:* Widening participation in higher education: the challenges faced, both nationally and globally, to improve higher education participation amongst underrepresented groups.* Engagement in STEM by the pupils: the factors that support and hinder children's engagement with STEM, across different demographic groups;* Effective design: interventions and experiences that are shown to have positive influence on children's STEM choices and the extent to which universities have the expertise and human resources necessary to deliver them.* Engagement of pre-university children in WP programmesThe PhD research will draw on:* Review of current practice: * Interview evidence aimed at tracking the experiences of university-designed interventions Purposive sampling to interview participants with a representative range of experiences. Unpacking the experiences of these participants to identify barriers to success.Interview and participant observations of * university academic staff about their perspectives and experiences:* motivation, perspectives and expectations before going into schools* reflections on the experience* teachers* student participants * Refine models in collaboration with user groups * Compare findings to existing ESRC research ASPIRE (Archer et al., 2013) and LSYPE (Keating et al., 2010)Impact, aims & objectives* A better understanding of the needs of lower SES pupils* Evidence base for development of policy and practice in school-based WP, * Advancing the ESRC research priority 'productivity' by refining the nature, design and efficacy of pre-university WP/STEM interventions through a socio-cultural framework Specifically:* What helps pupils from WP backgrounds access university? What are the contextual features and barriers? * Review pre-conceptions of university academic staff who are involved in WP activity. * Use insight from academics, school staff, and the students they engage with to develop more effective WP interventions.* Developing university CPD that equips academic staff to affect WP activity. * Design, evaluate and develop WP/STEM interventions and inform national and international practice that balances the institution's desire to pursue attainment through meritocratic selection and social justice.* Implement and evaluate university delivered programmes to help build better, more sustainable relationships with schools.* Working on identified HEFCE 'Research Gaps' to evaluate outcomes of academic research and practitioner-led initiatives. (Moore et al., 2013)