A mixed methods investigation into the relationship between socio-economic status and degree and career outcomes in UK higher education.

英国历届政府和现任政府都对大学施加压力，通过增加最弱势群体接受高等教育的机会来增加社会流动性。此后的学术研究表明，进入大学并不会自动导致“成功的”社会流动，社会经济和教育背景会导致不同的经验、成就和成果。拟议的研究是一个混合方法的研究相结合的二级数据分析与叙事定性的见解，在各种高等教育机构的社会阶层的经验。这个研究项目的首要目标是探索不同的操作标准之间的关系，用于识别那些从工人阶级背景，以及学生的成果和高等教育的经验。然后，它的目的是评估工人阶级的学生和扩大参与的工作人员如何理解这些因素之间的关系，与他们自己的个人和专业经验。这个博士学位与ESRC的主题密切相关：不平等，公平，正义和经济增长。它提供了一个机会，密切评估参与高等教育的影响，其中来自较低的社会经济背景，以及探索的经验和个人的观点在数据中所代表的。

Previous and existing UK governments have placed pressure on universities to increase social mobility through increasing access to higher education for the most disadvantaged groups. Academic research has since demonstrated that admission to university does not automatically lead to 'successful' social mobility with differential experience, attainment and outcomes occurring on the basis of socio-economic and educational background. The proposed research is a mixed-methods study combining secondary data analysis with narrative qualitative insights into the experiences of social class at a variety of higher education institutions. The overarching aim of this research project is to explore the relationship between the different operationalised criteria used to identify those from working-class backgrounds alongside student outcomes and experiences of higher education. It then aims to assess how working-class students and widening participation staff understand the relationship between these factors in relation to their own personal and professional experience. This PhD is closely aligned with the ESRC theme: Inequality, equity, justice and economic growth. It offers the opportunity to closely assess the impact of participation in higher education amongst those from lower socio-economic backgrounds as well as explore the experiences and perspectives of individuals represented in the data.