Module EDUC2351: Higher Education: Issues of Exclusion and Inclusion

Department: Education

EDUC2351: Higher Education: Issues of Exclusion and Inclusion

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To explore the relationship between higher education, inequality and society.
• To enable students to appreciate critically the issues and debates with regards to widening participation in higher education.

Content

• The course will centre on a number of key issues, such as:
• Historical context of higher education;
• Purpose and value of higher education;
• Higher education and social access: social class, gender, ethnicity, disability;
• Policy and widening participation in higher education;
• Media and widening participation in higher education;
• Theoretical perspectives to inclusion and exclusion.

Learning Outcomes

• Knowledge and understanding of historical and value contexts of higher education;
• Knowledge and understanding of different views on the way in which social class, gender, ethnicity and disability have been seen as (both historically and currently) impacting upon patterns of participation in higher education (HE);
• Knowledge and understanding of a range of theories that seek to explain why certain groups in society have not only been traditionally excluded from higher education, but have differential experiences of the system.

• an ability to discuss such questions as, what is the meaning of higher education? Who goes to university? To what extent is higher education a vehicle for social change?
• an ability reflect on their own value systems and development;
• an ability to question concepts and theories encountered in their studies of education;
• an ability to utilise a range of relevant primary and secondary sources, including research-based, media and policy texts, in order to understand the issues of widening participation in higher education.

• an ability to think critically and independently;
• an ability to acquire complex information of diverse kinds in a structured and systematic way;
• an ability to construct and sustain a reasoned argument;
• an ability to work as part of a group;
• an ability to communicate effectively with appropriate use of specialist vocabulary;
• an ability to use ICT and a variety of library and IT resources;
• an ability to improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning;
• an ability to work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching will consist of a mixture of lectures and seminars.
• Lectures will introduce key ideas and knowledge.
• Seminars will provide opportunities for discussion and detailed exploration of key issues.
• Much of the work in seminars will be student-led, using a range of structured and supported activities.
• Students will have the opportunity to take part in, and receive feedback on, a range of activities.
• Students will be provided with a study guide which will contain some key readings, guidance on the activities to be undertaken throughout the course and provide links to further references and sources of information.
• The summative assessment consists of a case portfolio and an essay:
• 1) The case portfolio asks students to draw on selected cases of inclusion and exclusion discussed during the module, and to offer brief analytical reflections linking these cases to relevant themes.
• 2) The essay enables students to develop a critical analysis of one issue relating to inclusion or exclusion in higher education, building on the case portfolio.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment on this module includes two components: 1) Ongoing engagement with the online discussion forum, where students post cases of inclusion and exclusion and offer brief reflections on peers’ contributions. Staff will provide periodic feedback on these posts to support students’ understanding of key themes and to monitor progress throughout the year. 2) An essay outline (up to 1,000 words) submitted in advance of the summative essay. The outline should indicate the case the student plans to analyse, the emerging structure of the essay, and the key arguments or concepts to be developed. Written feedback will support students in preparing their summative work.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.