It features contributions that explore the HE progression challenges faced by key groups of under-represented students, that discuss the development and delivery of outreach initiatives, and that consider approaches to tackling issues associated with retention and success. However, this edition opens with a chapter that marks a departure from our usual contributions in providing a review of some of the key works featured in each of the past editions of the publication. This chapter is included to mark the 30th anniversary of FACE and will offer readers a sense of the wealth of knowledge and insights that our members have provided over the years.

Our opening chapter is followed by a study by Lewis Mates and Lucy Grimshaw which presents the case for those working in WP to adopt the term co-construction, as opposed to co-creation or co-production. It also reminds us of the challenges associated with co-construction, including those relating to engagement and ensuring fairness in the allocation of roles and responsibilities, as well as highlighting the potential benefits for all involved.

The next chapter by Kelly Self discusses a co-construction approach in developing an outreach intervention tailored to support young carers and those from care backgrounds: two groups that continue to be significantly under-represented in HE. The evidence presented in this chapter underpins the importance of enabling these young people to experience HE first-hand, and the value of providing tailored and sustained support.

Outreach activities for those in and leaving care is also the subject of Shauna-Aine O’Brien’s contribution. This highlights the value of the ‘inside information’ provided by those who come from the ‘same community or background.’ In this context, the chapter discusses an intervention that was based upon the insights of student ambassadors with care experience, and who were also involved in its delivery.

The use of co-construction to improve outreach activity is the subject of Jenny Lawton-Hunt’s chapter. The intervention considered here was aimed at another key under-presented group: Black students. At the core of the developmental process for this intervention was a creative workshop in which current HE students from the same background at those being targeted took on the role of experts and guides in walking outreach staff ‘through their own journeys to HE.’

The part that learners can play in evaluating outreach activities is explored in the our next chapter. In this Anthea Rose and Lucy Mallinson discuss a student researcher project in which groups of students took on the role of evaluating outreach initiatives that had been delivered to their schools and colleges. Whilst challenges were encountered, the authors highlight the benefits for the young people involved.

Two approaches to co-construction, one concerned with outreach, the other with success, are the subjects of Clare Merivale and Roshana Wickremasinghe’s chapter. In the former, the authors discuss how year 10 school students acted as consultants in informing the design of outreach activities. In the latter, a group of students from the authors’ university provided advice on the development of initiatives aimed at supporting the success of undergraduates from underrepresented groups.

Success at HE, and the role that undergraduates from ‘marginalised backgrounds’ can play as curriculum consultants, is also explored by Claire Ashdown. This chapter discusses how an intervention aimed at achieving this objective was developed and what has been learnt from it. Whilst the evaluation process is an on-going one, early feedback was able to confirm participants’ support for the scheme and the research skills they had gained.

Exploring a similar theme, Lewis Mates’ second chapter in this edition provides a critical review of a project that drew on the insights and learning experiences of a group of first generation students at the author’s university. The co-creation discussed here took the form of adjusting the curriculum to better meet the needs and concerns of these students at a time when much of what was being delivering had gone online due to the pandemic.

Our next two chapters profile innovative outreach projects. The first of these, by Nathan Robertson and Krisha Bainham, is a response to calls from the government for more outreach work to be directed towards supporting schools in raising the attainment of young people from disadvantaged backgrounds. The initiative explored in this chapter is aimed at developing reflective practices, as well as ‘critical think and research skills’, amongst year 10 and 12 students.

The second chapter to consider a new outreach initiative is by Karla Lopez-Murillo, Ivana Doncheva, Joe Hickinbottom and Alicia Holloway. This provides an account of a creative writing outreach programme with prisoners which sought to ‘break down the barriers separating the ‘inside’ and ‘outside’ worlds.’ Evaluation of the programme showed increased levels of confidence amongst participants in their writing abilities, and a desire to develop their literary skills further and help fellow prisoners to do the same.

Our final chapter is by Johannes Schmees. This widens the scope of this edition by providing an international and comparative perspective on efforts to bridge the divide between vocational and academic pathways, via the provision of higher level ‘hybrid qualifications.’ Four case studies from across Europe are presented. Whilst the extent of permeability between vocational and academic education varied between them, barriers to transferring were found in all four cases. The author concludes by arguing that a high degree of permeability is a necessary precondition in order to truly co-construct education at HE level of all.

Each of these chapters is certain to provide a fascinating read. In combination, they add to the rich resource that our annual published collections of papers represent. This new edition, as well as all previous ones, is available to members on the new FACE website. If you are interesting in learning more, or submitting a proposal for the next edition of this publication, please contact the editor at: neil.d.raven@gmail.com.