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

作为一种社会流动机制，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。以前，WP政策被批评采用赤字话语，限制不公平的HE做法的关键检查。立法规定了参数，但制定“获取和参与计划”相对自主-导致对“获取和参与计划”采取过多的办法，因为机构文化和个人身份影响政策的执行。虽然研究人员已经探讨了政策话语，机构文化和个人身份与WP，没有研究提供了一个整体的检查这些因素的相互联系。这项定性研究将利用来自8-12所大学的书面证据，并对每种大学类型的6- 8名工作人员进行半结构化访谈。本研究运用Fairclough的批评性话语分析和Giddens的自我认同和社会概念，探讨APP指导和APP中代表性不足的学生群体的框架，机构文化的特征因素，以及员工的身份与专业角色的关系。研究完整数据集之间的关系将提供新的视角，加深我们对WP格局的理解。

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.