Developing a Business Case for Embedding WP and Managing Student Diversity

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Developing a Business Case for Embedding WP and
Managing Student Diversity
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Overview

• Part 1 Widening Participation, Diversity and
  the HE Context
• Background on the diversity paradigm, how it
  relates to WP, business case for diversity
• Part 2 Developing a Business Case
• Benefits, costs, risks and barriers
• Part 3 Moving Forward
• The change process, managing change to create a
  desired outcome

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Part 1Widening Participation, Diversity and the
HE Context
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Widening Participation

• A portmanteau term (Watson, 2006)
• It may be
• A desired outcome
• A process, activity or set of activities
• A type of student

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Different approaches to WP
Based on Wilson Iles (1996) Jones and Thomas
(2005)
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Student Diversity

• "Diversity is...the concept that people should
  be valued as individuals for reasons related to
  business interests, as well as for moral and
  social reasons.(CIPD)
• May be an outcome of WP activities
• May be an outcome of other activities - e.g.
  employer engagement
• A wide range of starting points

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What is Managing Diversity?

• Two key assumptions
• The heterogeneity and diversity of social groups
• Organisations can benefit from understanding and
  valuing difference and managing diversity
  effectively
• Both have implications for organisational change
  and professional practice - a business case

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Drivers for Change

• Internally driven
• Rests on business case
• Perceives MD as investment

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Degree of Integration

• Strategic
• Internalised by all

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Perception of Difference

• Difference perceived as asset/richness
• Mainstream adaptation advocated

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Focus of Action

• Development for all individuals
• Universal initiatives
• Supported by wider pluralistic knowledge base

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MD - Where are we?

• Originally private sector
• More recent application to public/not for profit
  sector
• Focus on employment
• Generally not as well developed in relation to
  customer/client diversity especially student
  diversity

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Part 2Developing a Business Case
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Why should we engage in WP?

• Because we have to? (Legal arguments)
• Because we want to? (Ethical arguments)
• Because it is in our interests? (Business case
  arguments)
• What are the implications of these different
  motivations?

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Why a Business Case?

• Creates internal arguments for student diversity
  and WP based on benefits to institution
• HE Sector is partially marketised, so business
  arguments apply
• HE sector is diverse, so not one size fits all
• Organisational change

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However

• In the HE context, mission commitment to issues
  of social justice important and valued
• THEREFORE
• Social and ethical considerations form a core
  element of a business case. May link to history,
  reputation and issues of institutional
  self-identity.
• Potential marketing/reputational implications.

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Elements of a Business Case

• Potential benefits to the institution
• Potential costs, risks and barriers
• Differential impacts on different stakeholders
• Do the benefits outweigh the costs?
• Can the costs be met?

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External Drivers
Internal Drivers
Recruitment Pool of Talent Improving TL New
markets Reputation (Access to funding)
Legislation Funding and policy drivers Ethical
drivers - Social justice
Organisational Change
Mission Commitment Corporate Social Responsibility
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Potential benefits to institutions

• Increased student numbers
• Tapping the pool of talent
• Improving teaching and learning
• Access to funding
• New roles and markets
• Complying with legislation
• Reputation

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Drivers for WP and Diversity
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Costs and risks

• Additional cost of supporting the learning
  experience
• Costs of low retention
• New course development (for new student markets)
• Academic standards
• Diverting funding from core business

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Barriers

• Internal barriers context specific, e.g.
• Other activities such as research being more
  highly valued
• Institutional history and perceptions held by
  prospective students (and some staff!)
• Fear of adverse effect on existing student
  cohorts
• External barriers, e.g. funding system

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Part 3Moving Forward
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Institutional Change

• Embedded WP means institutional change
• Managing Diversity approach implies moving in
  line with institutional mission and integration
  within institutional strategy
• Should be
• Evidence based
• Pan-institutional
• Inclusive of all stakeholders

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Managing Change
Change
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Managing Change
Change
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Explore Gather Data

• Examples from other HEIs
• Existing literature and research
• Recruitment, retention and transition figures
• Student and staff feedback
• Examples of effective practice
• Horizon-scanning for external changes e.g.
  demographic change, new Govt policy

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Explore Review

• Identify assumptions in policies, e.g. that
  students will be 18-19 that A-levels are
  superior to vocational qualifications etc.
• Identify assumptions in practices, e.g. that all
  students have European cultural capital that
  mature students all have the same requirements
  etc.
• Stakeholder views on status quo - including
  students

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Managing Change
Change
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Analyse

• What does the evidence tell you about where you
  are now?
• What does the evidence tell you about where you
  want or need to be?
• What needs to change in order to get there?

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Managing Change
Change
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Decide

• For each option
• Benefits
• Financial (short and long term)
• Reputational, market positioning, student
  experience etc
• Costs
• Direct cost of change
• Financial and other impacts on all areas of
  operation

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REFLECT

• What is the nature of the preferred option
• Assimilation, compensation or valuing
  difference?
• Strategic or operational?
• Central or peripheral?
• Process or outcomes focused?
• Targeting groups or recognising individual
  difference?
• What do different stakeholders think?

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Managing Change
Change
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Act Pilot

• Consult with all stakeholders on preferred
  options
• Launch initial/pilot change programme with a
  system of continuous review
• Include all stakeholders in implementation and
  review
• Assess the outcomes of the pilot and use to
  inform further work - go through cycle again!

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Act Mainstream

• What are the performance indicators?
• How well does the initiative scale up?
• Could there be unforeseen implications?
• How will initial and ongoing staff development
  needs be met?
• How consistent is the change with the mission,
  vision and values of the institution?

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How will you know that you have succeeded?
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Resources

• Leadership Foundation for Higher Education
  http//www.lfhe.ac.uk/diversity/dr/
• Multicultural Awareness Project for
  Institutional Change http//www.education.umn.edu
  /CRDEUL/reports.html
• Higher Education Academy http//www.heacademy.ac.
  uk/ourwork/institutions