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Funded by the Brian Simon fellowship grant, this research project on the topic ‘history of education’ explored the perspectives of students, staff and graduates in relation to their experience of higher education, with a specific focus on those who were first-in-family (by generation) to attend university. The research was underpinned by five objectives:

1. To showcase the story of university education ‘for the poor’ and people who have a background of disadvantage.
2. To understand how a university education affects the lives of those from disadvantaged backgrounds and first-in-family to university.
3. To use Plymouth Marjon University’s extensive archive to interrogate the university’s history and to compare this to contemporary educational practice.
4. To highlight the links between social justice and Plymouth Marjon University’s values of humanity, ambition, curiosity and independence.
5. To critique current practices in access to, and participation in, university education with respect to widening participation, social mobility and educational disadvantage.

Report summary

This report presents the findings of the Plymouth Marjon University (PMU) Brian Simon Research Project, which explored the experiences of individuals in higher education (HE), with a specific emphasis on those who were the first in their family to attend university. The project, conducted by a multidisciplinary team, aimed to explore the impact of HE on individuals from disadvantaged backgrounds, utilising artefacts from the university’s extensive archive to scaffold discussions.

KEY FINDINGS

1. Lifelong learning: testimonies from first-in-family students illustrated how HE can serve as a catalyst for lifelong learning and social mobility.
2. Feminist perspectives of inclusion: testimonies revealed the structural barriers faced by women in academia, which highlights the ongoing struggle for gender equality in HE.
3. Space and places of safety: testimonies revealed university as a refuge for individuals navigating personal challenges, underscoring the importance of nurturing and supportive educational environments.
4. Poverty and the working-class: participants’ testimonies provided insights into the unique obstacles confronting students from working-class backgrounds and suggest the importance of systemic change to ensure inclusivity and equitable support.
5. Kindness of practice: testimonies showed the transformative impact of compassionate teaching practices on students’ academic and personal development, and emphasise the significance of supportive pedagogical approaches.

PLANNED DISSEMINATION & POLICY IMPLICATIONS

The research team intends to disseminate findings through various channels, including academic articles, blog series, symposiums and exhibitions. Additionally, the report outlines several policy recommendations aimed at promoting inclusivity, addressing structural barriers and fostering a more equitable HE system.

RECOMMENDATIONS

The report makes a number of recommendations for future research focusing on contemporary challenges in HE, such as mental health, financial burdens and accessibility. These recommendations could inform policies and practices that promote inclusivity and support for all students.

In summary, this research project contributes to the ongoing dialogue on the role of HE in promoting social mobility and equity, and emphasises the need for continued efforts to create an inclusive and supportive environment for all individuals pursuing HE.