I lead the OU’s Access Programme, and we have conducted extensive scholarship to better understand the transformative impact on a much more diverse student body entering HE later in their lives. Students and tutors identify dispositional barriers such as fragile self-esteem, a lack of resilience, anxiety about being assessed by an ‘alien’ essay, a first generation feeling of ‘imposter syndrome’ and fear carried from school (especially of maths, but also disciplines such as poetry). Situational barriers are also noted, particularly the impact of a lack of time and money contributing to a heightened risk of withdrawal (‘not feeling good enough’). The Access team also acknowledge the extent to which even the OU can be insufficiently flexible as an institution to meet all learners’ non-linear learning journeys.

At the OU we have sought to address situational barriers, utilising a full institutional fee waiver for Access students on low personal incomes, designing a pedagogic structure which supports students transition from print to online learning (including alternative provision) – and embedding an accessible authorial voice. Students tell us they regret not returning to education earlier – relishing their sense of achievement, for example on our STEM Access module, ‘enjoying for the first time the challenge of maths, helping their son with maths homework, or passing a maths test at job interview’. A key impact was reported as learning how to learn and learning how to manage their time for effective study. Crucial to that positive impact was an inspirational tutor who supported and encouraged Access students to achieve their potential. Interestingly, students appreciated the value in being made aware of the transferability of their existing life skills.