Enhancing access, participation and progression of refugee background students in English higher education

This paper adds to the literature on refugee background students’ (RBS) access to and widening participation in Higher Education (HE) in England. It briefly outlines who may be considered as a refugee background student and then highlights changes to the governing frameworks impacting access and widening participation policy in English HE. An outline of existing literature relating to access and participation of RBS in UK HE is provided, and a gap is identified in the debate around how institutions can move beyond ‘access’ to more holistically address ‘access, participation and progression’ (OFS, 2023). A deductive thematic analysis of four English university websites is then undertaken using Wilson-Strydom’s ‘pragmatic capabilities list for transition into university’ and concepts of ‘access with success’ (2012; 2016a). Results are analysed in context to whether institutional provision enhances the capabilities of RBS to access, participate and progress in English HE, and recommendations for practice are suggested.