Professor Roger Lewis, YU Associate

In spite of the profound changes in the university student body over recent decades, something of a ‘stereotype’ persists: the 18-year-old choosing a course and university by consulting prospectuses, friends and family, then leaving home to study and live in a hall of residence. After getting a degree the graduate moves again to some other part of the country, to begin a ‘career’.

The model, influential in driving the sector’s growth, has never told the complete story of higher education. Although part-time study has reduced significantly over the current decade, many part-time students work during the day and then participate in evening study; thousands of students who study by distance or open learning from home, work or a mobile base. But these students have often seemed marginal to decisions about funding, curriculum and learning provision.

This guest blog is based upon a speech Matthew Guest from GuildHE recently gave at a recent event on impactful knowledge exchange between higher education and the cultural sector run by The Culture Capital Exchange. 

Higher education providers of all shapes and sizes can play the pivotal role in brokering relationships and supporting activities between government, industry, charity and place. 

Serving communities is important. Deep listening, understanding and commitment is crucial if we are to address the severe inequalities found within almost every village, town and city in the UK. 

Where does higher education feature in this?