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

总结回顾英国大学提供的选定干预措施的目标，设计和影响，解决五个关键问题：* 什么定义的WP支持英国大学驱动的干预措施的设计？*这些干预措施的三个关键利益攸关方的动机、观点和经验是什么，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学术人员参与之前和之后都有哪些？如何改进这种干预措施的协作设计和交付，以增加参与学生的STEM参与？* 当地需要什么来发展WP干预措施，以保持大学的自主权，提高影响力，但也降低潜在的重大“司法障碍”（琼斯等人，2016年）？*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：* 扩大高等教育的参与：国家和全球面临的挑战，以提高代表性不足群体的高等教育参与。学生参与STEM：不同人口群体中支持和阻碍儿童参与STEM的因素;* 有效设计：对儿童STEM选择产生积极影响的干预措施和经验，以及大学拥有提供这些措施所需的专业知识和人力资源的程度。大学预科儿童参与WP项目博士研究将借鉴：* 审查目前的做法：* 访谈证据，旨在跟踪大学设计的干预措施的经验有目的的抽样采访参与者的代表性范围的经验。对 * 大学学术人员的观点和经验进行访谈和参与者观察：* 入学前的动机、观点和期望 * 对经验的反思 * 教师 * 学生参与者 * 与用户组合作完善模型 * 将研究结果与现有ESRC研究ASPIRE（Archer等人，2013）和LSYPE（Keating等人，2010年）的影响，目的和目标 * 更好地了解低SES学生的需求 * 校本WP的政策和实践发展的证据基础，* 通过完善大学前WP/STEM干预措施的性质，设计和功效，通过社会文化框架推进ESRC研究优先事项“生产力”具体来说：* 什么有助于WP背景的学生进入大学？背景特征和障碍是什么？* 审查参与WP活动的大学学术人员的先入之见。* 利用学者，学校工作人员和他们参与的学生的见解来制定更有效的WP干预措施。发展大学CPD，使学术人员能够影响WP活动。* 设计，评估和开发WP/STEM干预措施，并告知国家和国际实践，平衡机构通过精英选拔和社会正义追求成就的愿望。实施和评估大学提供的方案，以帮助建立更好的，更可持续的关系与学校。致力于确定HEFCE的“研究差距”，以评估学术研究和学术家主导的举措的成果。（摩尔等人，2013年度）

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)