Exploring the roles and relationships between government policy, institutional cultures and individual identities on the conceptualisation of widening

作为社会流动的一种机制，高等教育（HE）有能力打破代际劣势——扩大参与（WP）干预措施对于来自代表性不足群体和更广泛社会的学生的利益至关重要。此前，工人党政策因采用赤字话语而受到批评，限制了对不公平高等教育实践的批判性审查。立法规定了参数，但获取和参与计划（APPs）的构建相对自主——由于制度文化和个人身份影响政策的实施，导致WP的方法过多。虽然研究人员已经探索了与工作效率相关的政策话语、制度文化和个人身份，但没有研究对这些因素的相互联系进行了全面的检查。这项定性研究将利用来自8-12所大学的文献证据，并对来自每种大学类型的6- 8名教职员工进行半结构化访谈。利用费尔克劳的批判性话语分析和吉登斯的自我认同和社会概念，本研究将探索APP指导和APP中未被充分代表的学生群体的框架，表征制度文化因素，以及与专业角色相关的员工身份。检查完整数据集之间的关系将提供新的视角，加深我们对WP景观的理解。

As a mechanism for social mobility, Higher Education (HE) has the ability to break intergenerational disadvantage - with widening participation (WP) interventions being essential for the benefit of students from underrepresented groups and wider society. Previously, WP policies were criticised for adopting deficit discourses, limiting critical examination of inequitable HE practices. Legislation dictates parameters, but the construction of Access and Participation Plans (APPs) is relatively autonomous - resulting in a plethora of approaches to WP, as institutional cultures and personal identities influence the implementation of policy. Whilst researchers have explored policy discourse, institutional cultures and personal identities in relation to WP, no studies provide a holistic examination of the interconnectivity of these factors. This qualitative study would draw on documentary evidence from 8-12 universities and semi-structured interviews with 6- 8 staff from each university type. Using Fairclough's Critical Discourse Analysis and Giddens' notion of self-identity and society, the study would explore the framing of underrepresented student groups within APP guidance and APPs, characterising factors of institutional cultures, and staffs' identities in relation to professional roles. Examining relationships between the full data set will provide novel perspectives that deepen our understanding of the WP landscape.