A hope to trust. Educational leadership to support mature students' inclusion in higher education: an experience from Surrey, England

Article

Farini, F. and Scollan, A. 2021. A hope to trust. Educational leadership to support mature students' inclusion in higher education: an experience from Surrey, England. International Journal of Leadership in Education: Theory and Practice. 24 (5), pp. 717-742. https://doi.org/10.1080/13603124.2019.1657592
TypeArticle
TitleA hope to trust. Educational leadership to support mature students' inclusion in higher education: an experience from Surrey, England
AuthorsFarini, F. and Scollan, A.
Abstract

This article discusses a Transition Programme to support the inclusion of mature students in Higher Education. The Transition Programme was designed and it is currently provided by a Higher Education institution in Surrey, South-East of England. An outcome of innovative educational leadership, the Transition Programme’ successfully solved the paradox of selection for admission to Higher Education programmes, in particular with regard to mature students. The English Higher Education system offers an interesting case for discussion, being caught between the principle of inclusiveness within a ‘widening participation’ agenda and the contrasting selective principle of ‘recruiting with integrity’. The article is motivated by two main aims. The first aim is to contextualize sociologically, within a discussion on the related concepts of hope, trust and risk, the motivations underpinning mature applicants’ choice to enter Higher Education. The second aim of the article is to argue for the capability of educational leadership to generate positive change supporting mature applicants’ trust in hope for a successful inclusion in Higher Education.

PublisherTaylor & Francis (Routledge)
JournalInternational Journal of Leadership in Education: Theory and Practice
ISSN1360-3124
Electronic1464-5092
Publication dates
Online09 Sep 2019
Print03 Sep 2021
Publication process dates
Deposited13 Sep 2019
Accepted06 Sep 2019
Output statusPublished
Publisher's version
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Copyright Statement

Published version: © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Final accepted version: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Leadership in Education: Theory and Practice on 09/09/2019, available online: http://www.tandfonline.com/10.1080/13603124.2019.1657592

Digital Object Identifier (DOI)https://doi.org/10.1080/13603124.2019.1657592
Web of Science identifierWOS:000754535100008
LanguageEnglish
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Scollan, A. 2014. Children’s right, participation & self determination ‘space’. Research Student Summer Conference at Middlesex University 2014.
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Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013