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Many widening participation (WP) organisations moved their operations online during the COVID-19 pandemic, and since then anecdotal evidence has suggested that most are retaining an online element to their provision. This study seeks to discover to what extent this is the case, and what providers expect to be the impacts of this shift. By surveying and interviewing sector staff we find that most organisations delivering WP activities to young people plan to continue with some remote delivery. However, our respondents also felt that such sessions were less effective across several measures. We use the framework of Expectancy-Value Theory (EVT) to examine this apparent disjunct. Our research finds that while most practitioners do not expect online delivery to be as effective due to issues such as lack of engagement and personal contact, this deficit is balanced by value benefits to themselves and their employers, such as cost and time savings, and increased geographical reach. The study demonstrates the utility of EVT in analysing the decision-making processes of WP staff specifically, and more generally for educators other than classroom teachers. [ABSTRACT FROM AUTHOR]

Science festivals are a rapidly-growing phenomenon worldwide, and many such events host trips by school parties. However, what type of learning takes place on these visits, and how effective it is, is an area that merits more academic study. This paper investigates these questions from the perspective of three groups -- teachers, pupils and festival organisers -- and asks how well the attitudes and priorities of these categories are aligned. We find that teachers and organisers share the primary aim of affective learning (excitement, inspiration) and that this is experienced by almost all pupils. A secondary aim of cognitive (factual) learning is reported by just under half of pupils. However a third aim of careers learning which was expressed by festival organisers and some teachers was not reported by pupil participants. In addition, we found that the groups could work more effectively together to promote educational aims by measures such as reducing the novelty of the event situation and making educational agendas for the visit clearer. Finally, to address the areas of misalignment pinpointed in this study, we give a series of recommendations to optimise learning at such events.

Science festivals are seen as a success story for public engagement with science, with numbers rapidly growing. However, research has shown that attendees at such events tend to be more affluent, better-educated and more interested in science than populations at large. This has led to calls for research into how festivals can widen participation beyond the already engaged. This paper details the efforts of one festival to attract a more diverse audience through the use of a targeted 'Community Pass', offering attendees a free lunch, as well as by undertaking analysis of the characteristics that made individuals more likely to attend. The research shows that such a scheme can attract a very different audience to visit, albeit on a small scale due to cost implications. Working with existing community groups was shown to be the most effective method of distributing the passes, with recipients valuing a personal interaction with the distributor. There is also some suggestion that the incentive might nudge audiences who had a 'fragile' intention to attend the festival into actually visiting. However, more research is needed into whether larger-scale measures, such as employing community outreach officers, could have a more significant effect on overall attendance profiles.

Science festivals are a rapidly-growing phenomenon worldwide, and many such events host trips by school parties. However, what type of learning takes place on these visits, and how effective it is, is an area that merits more academic study. This paper investigates these questions from the perspective of three groups – teachers, pupils and festival organisers – and asks how well the attitudes and priorities of these categories are aligned. We find that teachers and organisers share the primary aim of affective learning (excitement, inspiration) and that this is experienced by almost all pupils. A secondary aim of cognitive (factual) learning is reported by just under half of pupils. However a third aim of careers learning which was expressed by festival organisers and some teachers was not reported by pupil participants. In addition, we found that the groups could work more effectively together to promote educational aims by measures such as reducing the novelty of the event situation and making educational agendas for the visit clearer. Finally, to address the areas of misalignment pinpointed in this study, we give a series of recommendations to optimise learning at such events. [ABSTRACT FROM AUTHOR]

The United Kingdom has no single accreditation scheme for all university degrees, including the non-UK degrees offered by some private universities. Without one accreditation scheme, it is difficult to establish a set of standards and to measure the reputation and worth of every degree offered in the country's universities.

The results of a survey of undergraduate students' jobs are presented. The wide range of work taken by students and the impact on their studies and grades are examined and interviews with students in unusual jobs are presented.

Many UK academics can now find work work only on fixed-term contracts, and this impacts both their personal lives and their research work. Pay also varies between contracts, even within the same department.

Issues concerning the recruitment of university lecturers in London are discussed. In particular the disparity between pay and house prices is examined with respect to possible government aid.