The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
The research was funded by the British Academy/Leverhulme Small Grants programme. The aim of the ... more The research was funded by the British Academy/Leverhulme Small Grants programme. The aim of the research was to understand how students who have recently submitted their PhD thesis (less than 18 months ago at the time of the interview) negotiate access to an academic position, with specific consideration of the role of the doctoral supervisor in this process. This policy briefing focuses on the transition from a PhD to an academic position. The briefing presents key findings and recommendations for national key stakeholders, higher education institutions (HEIs) and doctoral supervisors to support early career researchers in building an academic career during their studies and at post-doctoral stage.
Abstract In the last 15 years, governments in the United Kingdom have sought to increase universi... more Abstract In the last 15 years, governments in the United Kingdom have sought to increase university participation particularly amongst underrepresented groups—mature students, women, and minority ethnic groups. The drive to increase participation is produced through the economic pressure for countries to improve their economic competitiveness in the global economy. At a national level, this pressure is exerted and experienced differently, between and within individual countries. This chapter draws on literature and policy developments to explore some of the key complexities informing and guiding England’s widening participation (WP) agenda. We consider the ways in which social identity continues to influence young people’s opportunities to access higher education through WP initiatives, given recent investment in WP in England. We pay particular attention to issues of equalities and consider how local contexts shape and influence the possibilities for accessing WP initiatives. We argue that some areas of the country, and some student identities, are better positioned and better served by WP policies than others. Thus we argue for a more equitable and contextual approach to the construction and delivery of WP educational initiatives in the future.
At a recent family gathering, my 17-year-old nephew and I spent a lot of time talking about his p... more At a recent family gathering, my 17-year-old nephew and I spent a lot of time talking about his plans for the coming year. His exams were looming, followed by an anxious wait for the results and important and economically loaded decisions about which higher education course to pursue. The pressure he was experiencing to make the grade was clear to all the family and no amount of time spent studying could relieve the strain, such was the weight of expectation. His experiences are not uncommon; according to research, pressure to achieve exam and university participation has become the norm for 17–18-year-olds (Hoskins and Barker 2014; Brown et al. 2011; Stobart 2008).
Seemingly simple study practices like notemaking are under-researched and have been under-theoris... more Seemingly simple study practices like notemaking are under-researched and have been under-theorised. This paper explores notemaking in the context of wider debates around widening participation and the contested nature of study and academic skills. ...
In England educators have been concerned about ensuring equality and diversity in education due t... more In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England’s National Curriculum. This article explores the accessibility and limitations of the curriculum from the perspective of ten secondary school teachers in nine different subjects in inner city state schools. We begin by examining the participants’ goals and aims when enacting the curriculum to make it accessible to all students. However, the prescriptive nature of the curriculum in most subjects makes this task challenging. We then examine how participants perceived that they enabled students’ access to the curriculum and the challenges encountered. We focus on art and English to highlight the different spaces to enact equality and diversity within the curriculum. In the nonprescriptive art curriculum, teachers choose their own resources and themes, allowing for greater creativity and cultural i...
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
The research was funded by the British Academy/Leverhulme Small Grants programme. The aim of the ... more The research was funded by the British Academy/Leverhulme Small Grants programme. The aim of the research was to understand how students who have recently submitted their PhD thesis (less than 18 months ago at the time of the interview) negotiate access to an academic position, with specific consideration of the role of the doctoral supervisor in this process. This policy briefing focuses on the transition from a PhD to an academic position. The briefing presents key findings and recommendations for national key stakeholders, higher education institutions (HEIs) and doctoral supervisors to support early career researchers in building an academic career during their studies and at post-doctoral stage.
Abstract In the last 15 years, governments in the United Kingdom have sought to increase universi... more Abstract In the last 15 years, governments in the United Kingdom have sought to increase university participation particularly amongst underrepresented groups—mature students, women, and minority ethnic groups. The drive to increase participation is produced through the economic pressure for countries to improve their economic competitiveness in the global economy. At a national level, this pressure is exerted and experienced differently, between and within individual countries. This chapter draws on literature and policy developments to explore some of the key complexities informing and guiding England’s widening participation (WP) agenda. We consider the ways in which social identity continues to influence young people’s opportunities to access higher education through WP initiatives, given recent investment in WP in England. We pay particular attention to issues of equalities and consider how local contexts shape and influence the possibilities for accessing WP initiatives. We argue that some areas of the country, and some student identities, are better positioned and better served by WP policies than others. Thus we argue for a more equitable and contextual approach to the construction and delivery of WP educational initiatives in the future.
At a recent family gathering, my 17-year-old nephew and I spent a lot of time talking about his p... more At a recent family gathering, my 17-year-old nephew and I spent a lot of time talking about his plans for the coming year. His exams were looming, followed by an anxious wait for the results and important and economically loaded decisions about which higher education course to pursue. The pressure he was experiencing to make the grade was clear to all the family and no amount of time spent studying could relieve the strain, such was the weight of expectation. His experiences are not uncommon; according to research, pressure to achieve exam and university participation has become the norm for 17–18-year-olds (Hoskins and Barker 2014; Brown et al. 2011; Stobart 2008).
Seemingly simple study practices like notemaking are under-researched and have been under-theoris... more Seemingly simple study practices like notemaking are under-researched and have been under-theorised. This paper explores notemaking in the context of wider debates around widening participation and the contested nature of study and academic skills. ...
In England educators have been concerned about ensuring equality and diversity in education due t... more In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England’s National Curriculum. This article explores the accessibility and limitations of the curriculum from the perspective of ten secondary school teachers in nine different subjects in inner city state schools. We begin by examining the participants’ goals and aims when enacting the curriculum to make it accessible to all students. However, the prescriptive nature of the curriculum in most subjects makes this task challenging. We then examine how participants perceived that they enabled students’ access to the curriculum and the challenges encountered. We focus on art and English to highlight the different spaces to enact equality and diversity within the curriculum. In the nonprescriptive art curriculum, teachers choose their own resources and themes, allowing for greater creativity and cultural i...
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Papers by Kate Hoskins