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Insurmountable Silos? A Study of School-University Relationships within Progression to Higher Education

Burtonshaw, Sally Ann; (2022) Insurmountable Silos? A Study of School-University Relationships within Progression to Higher Education. Doctoral thesis (Ph.D), UCL (University College London). Green open access

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Abstract

This thesis examines the relationships between schools and universities regarding progression to higher education. It asks: what are the characteristics of school-university relationships in this sphere and how do they vary? It examines schools with different rates of progression to higher education, as defined by the Department for Education’s destinations data (Department for Education, 2019c) to frame a qualitative study. This thesis examines the relationships between schools and universities regarding progression to higher education. It asks: what are the characteristics of school-university relationships in this sphere and how do they vary? It examines schools with different rates of progression to higher education, as defined by the Department for Education’s destinations data (Department for Education, 2019c) to frame a qualitative study. This thesis makes several contributions to the academic literature. Empirically, the involvement of schools in progression to higher education is under-researched, with university-focused studies dominating the literature. Theoretically, the thesis draws upon partnership theory in order to understand the relationship between schools and universities, using policy sociology as an analytical lens. In doing so, it examines theory in a new space. Finally, this thesis focuses on an under-researched geographical area, the North East of England, in order to consider how university progression occurs in a particular physical area outside of London. This thesis may be of value to practitioners and policymakers, as well as contribute to the debate surrounding the access and participation agenda, and inequality discourses such as ‘levelling up’ and ‘closing the attainment gap’.

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Insurmountable Silos? A Study of School-University Relationships within Progression to Higher Education
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10155489
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