Ann-Marie Houghton

Coding forms a key part of computer science education in universities. As part of this education, Integrated Development Environments (IDEs) are essential tools for coding. However, it is currently unknown how the design of an IDE's interface impacts on students with Attention Deficit Hyperactivity Disorder (ADHD). In this study we investigated the use of IDEs by students with ADHD. We conducted a think aloud study with nine university computing students, followed by qualitative observational interviews to analyse their learning and engagement with the Visual Studio Code IDE. The paper reports on these experiences and seeks to understand the role IDEs play in the educational setting. Our work also examines how digital accessibility and usability are considered in the current design of IDEs. We analysed the qualitative data using a thematic analysis and identified three primary themes: self-confidence, interaction, and learning as well as various sub-themes. The themes and their sub-themes illustrate key areas of consideration when designing IDEs for students with ADHD. The primary findings highlight experiences of frustration and barriers in the current design and layout of IDEs. Through our participatory approach we provide a rare insight into ADHD user experiences around usability and accessibility, and describe the need for better design of development environments to ensure a positive learning experience for the students.

Recent policy on careers guidance in England suggests a somewhat straightforward process. The assumption is that quality careers guidance will enable young people to make informed career-related decisions. However, the ‘reality’ of provision is far more complex, as highlighted by the findings from a small in-depth study of careers provision in one National Collaborative Outreach Programme (NCOP) consortium. The study used a theoretical framework informed by Bourdieu’s concept of habitus and a mixture of methods. Analysis showed the centrality of contextual factors in shaping a school’s careers provision, including its location, history, ethos and values; its self-evaluation development plans; the position and status of the careers policy, career advisor, and the students’ profile/background. This paper provides a stimulus for discussion of these contextual factors, which will need addressing for national policy relating to careers to be effective and facilitate social mobility rather than increase social inequalities.

Since 1995 the UK higher education sector has been required to implement national disability related legislation. This paper reports on a study which explored the role that policies play in influencing how staff support disabled students. In particular the extent to which staff in HE behave in similar ways to those described as street level bureaucrats by (Lipsky, M. 1980. Street-Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russell Sage Foundation). Semi-structured interviews undertaken with 34 staff in the case study university provided the substantive data. Although there was little evidence to show that policy had a direct influence on practice, it was clear that staff made considerable efforts to support disabled learners and these efforts were based on values associated with providing an equitable experience for all students. Additionally, staff were able to exercise discretion in the way they responded to disabled students and constructed responses to policies without significant influence from institutional managers, national legislation or broader policy discourse.

This is a reply to: O’Sullivan, Siobhán, O’Tuama, Séamus and Kenny, Lorna. 2017. “Universities as key responders to education inequality.” Global Discourse. 7 (4): 527–538. http://dx.doi.org/10.1080/23269995.2017.1402250.

When attempting to use data to inform practice and policy, the availability, accuracy and relevance of that data are paramount. This article maps the range of users interested in data relating to the UK ¹ 1. Data requirements for England, Wales, Scotland, and N Ireland vary according to the complex remits of government and devolved administrations in the UK. Although the issues discussed in this paper predominantly relate to the English context, we argue, this does not detract from the central arguments presented regarding common and widely shared concerns relating to data collection and use by different users working within a HEI and the HE sector more broadly. widening participation (WP) agenda. It explores some challenges associated with identifying, defining, obtaining and using data to inform decisions about targeting and monitoring WP initiatives associated with student access, achievement and progression. It considers the pragmatic and strategic response by different users of institutional WP data within the UK. We use examples from previous institutional and commissioned WP research and evaluations undertaken over the past decade to illustrate some of the tensions concerning the access and assessment of WP data. We argue that whilst the increasing interest in WP participation data and evaluative feedback is commendable, attempts to establish a causal link between WP activity and changes in student awareness, aspiration, access and achievement are not straightforward. The diversity of producers, uses and users of WP data working in different sectors and institutions produces many challenges. The paper concludes with suggestions on ways data could be improved.

This paper outlines the changing employment climate and shift in attitudes towards disabled people who are expected to become economically active in order to fulfil their role as responsible citizens. We briefly describe the employment profile of disabled people and reiterate the combination of factors identified in shaping progression into the workforce. We provide a summary of two research projects, the Disability Effective Inclusive Policies (DEIP) funded by European Social Fund with a clear connection to EU equity and employability agenda, and the Lancashire Aimhigher Disability (LAD) project designed to support the government’s aim of widening participation. We discuss aspects of the transition process, drawing explicitly on interviews with disabled people, policy makers and practitioners involved in developing or implementing policy and providing support services designed to aid the transition process. We conclude that there is a continuing need for a focus on the concept of transition in policy and practice.