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Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities.

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Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities. / Piggott, Linda A.; Fuller, Mary; Riddell, Sheila et al.
In: Higher Education, Vol. 54, No. 4, 10.2007, p. online.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Piggott, LA, Fuller, M, Riddell, S & Weedon, E 2007, 'Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities.', Higher Education, vol. 54, no. 4, pp. online. https://doi.org/10.1007/s10734-006-9014-8

APA

Piggott, L. A., Fuller, M., Riddell, S., & Weedon, E. (2007). Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities. Higher Education, 54(4), online. https://doi.org/10.1007/s10734-006-9014-8

Vancouver

Piggott LA, Fuller M, Riddell S, Weedon E. Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities. Higher Education. 2007 Oct;54(4):online. doi: 10.1007/s10734-006-9014-8

Author

Piggott, Linda A. ; Fuller, Mary ; Riddell, Sheila et al. / Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities. In: Higher Education. 2007 ; Vol. 54, No. 4. pp. online.

Bibtex

@article{c5098753a0c04567a502267b3706edd9,
title = "Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities.",
abstract = "This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.",
keywords = "Disabled students - Equalities - Legislation - Managerialism - Policy - Widening access",
author = "Piggott, {Linda A.} and Mary Fuller and Sheila Riddell and Elisabet Weedon",
note = "20% contribution RAE_import_type : Journal article RAE_uoa_type : Social Work and Social Policy & Administration",
year = "2007",
month = oct,
doi = "10.1007/s10734-006-9014-8",
language = "English",
volume = "54",
pages = "online",
journal = "Higher Education",
issn = "0018-1560",
publisher = "Springer Netherlands",
number = "4",

}

RIS

TY - JOUR

T1 - Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities.

AU - Piggott, Linda A.

AU - Fuller, Mary

AU - Riddell, Sheila

AU - Weedon, Elisabet

N1 - 20% contribution RAE_import_type : Journal article RAE_uoa_type : Social Work and Social Policy & Administration

PY - 2007/10

Y1 - 2007/10

N2 - This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.

AB - This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.

KW - Disabled students - Equalities - Legislation - Managerialism - Policy - Widening access

U2 - 10.1007/s10734-006-9014-8

DO - 10.1007/s10734-006-9014-8

M3 - Journal article

VL - 54

SP - online

JO - Higher Education

JF - Higher Education

SN - 0018-1560

IS - 4

ER -