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Published papers

Raven, N. 2012. ‘Addressing male higher education progression: a profile of four successful projects.’ Widening Participation and Lifelong Learning 14 (2): 59-74.

• An investigation into the characteristics underpinning the success of four projects aimed at tackling low progression rates to higher education amongst males from poorer backgrounds.

Raven, N., K. Storry., and D. Streeton. 2012. ‘Learning from local practice: lessons from managing an Aimhigher mentoring scheme.’ Widening Participation and Lifelong Learning.   14 (1): 91-98.

• An assessment of the approaches developed by one partnership in managing a large outreach mentoring scheme

Raven, N., and S. Husbands. 2012. ‘Accessing learning opportunities: the development and impact of an innovative web-based progression tool.’ Research in Post-Compulsory Education. 17 (1): 53-66.  

• An evaluation of a web-based tool designed to support HE progression.

Raven, N. 2014.  ‘Accessing an approach to the capturing and sharing of work-based learning with a focus on improving practice & provision.’ Research in Post-Compulsory Education. 19 (2): 119-131.  

• A consideration of the findings from piloting a reflective practice tool aimed at identifying, capturing and sharing experiential learning.

Raven, N. 2014. ‘Learning from experience: reflective practices amongst higher education professionals.’ Reflective Practice: International and Multidisciplinary Perspectives. 15 (6): 766-779.  

• An empirical study of the reflective practices of managers working in the HE sector and the benefits associated with this practice.

Raven, N. 2015. 'A framework for outreach evaluation plans.' Research in Post-Compulsory Education, 20 (2), 245-262.

• An introduction to a new framework designed to support the preparation and refinement of evaluation plans.  

Raven, N. 2015. ‘Evaluating the long-term impact of widening participation interventions: the potential of the life story interview.' International Studies in Widening Participation, 2 (1), 43-55. http://nova.newcastle.edu.au/ceehe/index.php/iswp/issue/view/3

• With much importance now attached to seeking ways to evaluate the long-term impact of outreach interventions, this paper presents one qualitative method capable of providing such a perspective.

Raven. N. 2015. ‘Recognising the indirect: some reflections on the evaluation of widening access interventions.’ Rapport. The International Journal for Recording Achievement, Planning and Portfolios. Centre for Recording Achievement. Vol. 1, Issue 2. p. 16-21.

• Drawing upon the insights of teaching practitioners, this paper argues that other pupils, besides outreach participants, can also be influenced positively by such interventions.

Raven. N. 2015. ‘The impact of mentoring reconsidered: an exploration of the benefits for student mentors.’ Research in Post-Compulsory Education, 20 (3), 280-295.

• An exploration of the benefits of outreach mentoring for the students who are deployed as mentors.

Raven. N. 2016. ‘A consideration of the case for using life story interviews in the evaluation of widening access interventions.’ Research in Post-Compulsory Education. 21 (3), 279-290.

• As assessment of the case for using life story interviews as a method of evaluating interventions aimed at widening higher education access.

Raven. N. 2016. 'Making evidence work: a framework for monitoring, tracking and evaluating widening participation activity across the student lifecycle.' Research in Post-Compulsory Education. 21 (4), 360-375.   

• An introduction to a new framework designed to guide the process of monitoring, tracking and evaluating widening participation activities.

Raven. N.  2018 ‘Understanding areas of educational disadvantage: an examination of outreach target wards in the county of Essex’, Research in Post-Compulsory Education, 23 (3): 391-413.

• An exploration of the underlying reasons why certain districts return rates of young higher education participation that are not only comparatively low but lower than expected once prior attainment is taken into account.

Raven. N. 2018 ‘The development of an evaluation framework’, Perspectives: Policy and Practice in Higher Education, 22 (4): 134-140.

• This paper introduces a framework for HE practitioners aimed at guiding them through the evaluation process.  

Raven. N. 2018 ‘Higher education progression amongst economically disadvantaged white males: overcoming the challenges’, Widening Participation and Lifelong Learning, 20 (4):108-128.  

• A consideration of the insights and experiences of a sample of young men from a number of educationally disadvantaged areas in the English West Midlands who, unlike many of their counterparts, did progress onto university-level study.

Raven. N. 2019. 'Patterns of progression: explaining local variations in HE participation rates', Widening Participation and Lifelong Learning, Volume 21, Number 3, November 2019, 99-131.

• With the government funded National Collaborative Outreach Programme (now known as Uni Connect) focusing on areas in England where higher education progression is low in absolute terms and lower than expected given prior attainment figures, this article explores the educational trajectories that young people from these localities are likely to take.

Raven. N. 2020. 'Covid-19 and outreach: the challenge and the response', Widening participation and lifelong learning, 22 (2), 255-263.

• Those from disadvantaged backgrounds are likely to be most adversely affected by the current pandemic and the consequent closure of schools and colleges. This paper discusses how outreach might respond to the crisis.

Raven. N. 2020. ‘More important than ever: the school perspective on outreach in the wake of the Covid-19 pandemic’, Society for Research into Higher Education, News Blog (26 August), https://srheblog.com/2020/08/26/more-important-than-ever-the-school-perspective-on-outreach-in-the-wake-of-the-covid-19-pandemic/

• Drawing on the findings from a workshop with teaching and careers professionals, this blog explores the role that widening access could play in supporting those from disadvantages backgrounds when schools reopen after months of pandemic-enforced closure.

Raven. N. 2020. 'Outreach should be tailored to the new normal for schools and colleges', Higher Education Policy Institute. Blog (7 September), https://www.hepi.ac.uk/2020/09/07/outreach-must-tailor-itself-to-the-new-normal-in-schools-and-colleges/

• Whilst the important of outreach remains, this blog argues for the need to modify the way it will delivered when the new school term begins.

Edited books

Hill, M., A. Hudson, S. Mckendry, N. Raven, D. Saunders, J. Storan and T. Ward (eds).  2015. Collaborate to Widening Participation: To, Through and Beyond Higher Education. London: Forum for Access and Continuing Education.

Hill, M., A. Hudson, S. Mckendry, N. Raven, D. Saunders, J. Storan and T. Ward (eds).  2016.

Closing the Gap: Bridges for Access and Lifelong Learning. London: Forum for Access and Continuing Education.

Broadhead. S, M. Hill, A. Hudson, C. McGlynn, S. McKendry, N. Raven, D. Sims, and T. Ward (eds). 2017. Widening Participation in the Context of Economic and Social Change. Forum for Access and Continuing Education: London.

Broadhead. S, J. Butcher, M. Hill, A. Hudson, S. McKendry, N. Raven, D. Sims, and T. Ward (eds). 2018. Concepts of Value and Worth: National and International Perspectives on Widening Access and Participation, London: Forum for Access and Continuing Education.

Broadhead. S, J. Butcher, M. Hill, S. McKendry, N. Raven, R. Renton, B. Sanderson, T. Ward and S. W. Williams (eds). 2019. Transformative Higher Education: Access, Inclusion and Lifelong Learning, London: Forum for Access and Continuing Education.

Chapters in collections of papers

Raven, N. 2011. ‘Making experience count: the reflective diary and continuing professional development.’  In P. Jones, J. Storan, A. Hudson and J. Braham (eds.) Which Way Now to Widen Participation: Lifelong Learning, Economy and Society. London, UK: Forum for Access and Continuing Education:  51-60.  

• An examination of how reflective diaries can be used to promote experiential learning.  

Raven, N. 2011. ‘Progression routes into higher education for advanced apprentices: a case study from the East Midlands.’  In P. Jones, J. Storan, A. Hudson and J. Braham (eds.) Which Way Now to Widen Participation: Lifelong Learning, Economy and Society. London, UK: Forum for Access and Continuing Education: 87-100.

• A review of an innovative project addressing the barriers to HE progression faced by advanced apprentices.

Husbands, S. and N. Raven. 2012. ‘The impact and legacy of a regional science, technology and maths scheme: an evaluation of the East Midlands STEM awards.’  In P. Jones, J Storan, A. Hudson and J. Braham (eds.) Lifelong Learning and Community Development. London, UK:Forum for Access and Continuing Education: 57-68.  

• An evaluation of a large collaborative project aimed at addressing HE access, retention and progression into the workplace.

Raven, N. 2013.  ‘Evaluating outreach interventions: exploring a new perspective.’ In Widening Access to Higher Education in Divided Communities, edited by M. Hill, A. Hudson,P. Jones, R. Renton, D. Saunders and J. Storan, 169-183.  London: Forum for Access and Continuing Education.

• An exploration of an new method for capturing the views of student helpers on the impact of widening access interventions

Raven, N. 2014. ‘Student helpers: the overlooked beneficiaries of outreach interventions.’  In Learner Journeys – Origins, Experiences and Destinations, edited by M. Hill, A. Hudson, D. Saunders and J. Storan, 163-178. London: Forum for Access and Continuing Education.  

• A consideration of the benefits that current university students gain from outreach initiatives.

Raven, N. 2015. ‘Evaluating widening participation interventions: the use of participant observation.’ In Collaborate to Widening Participation: To, Through and Beyond Higher Education, edited by M. Hill, A. Hudson, S. Mckendry, N. Raven, D. Saunders, J. Storan and T. Ward.  London, UK: Forum for Access and Continuing Education: 167-185.

• An exploration of the value of a comparatively under-utilised method of evaluating outreach interventions: participant observation.

Church, E., and N. Raven. 2015. ‘A collaborative approach to the monitoring and evaluation of outreach work: a case study from the East Midlands.’ In Collaborate to Widening Participation: To, Through and Beyond Higher Education, edited by M. Hill, A. Hudson, S. Mckendry, N. Raven, D. Saunders, J. Storan and T. Ward.  London, UK: Forum for Access and Continuing Education: 121-134.

• With collaboration between HE institutions a subject of much current interest, this study profiles an established partnership.

E. Church and N. Raven. 2016. ‘Tracking the learner journey: an approach to the interrogation of large datasets.’ In M. Hill, A. Hudson, S. Mckendry, N. Raven, D. Saunders, J. Storan and T. Ward (eds). Closing the Gap: Bridges for Access and Lifelong Learning. London: Forum for Access and Continuing Education: 163-177.

• An exploration of how existing datasets can be used to track the journeys made by learners as they move from being outreach participants to university applicants.

Raven. N. 2016. ‘The school perspective on widening access: a consideration of the barriers, enablers and drivers that inform institutional engagement.’  In M. Hill, A. Hudson, S. Mckendry, N. Raven, D. Saunders, J. Storan and T. Ward (eds). Closing the Gap: Bridges for Access and Lifelong Learning. London: Forum for Access and Continuing Education: 263-276.  

• An examination of the forces influencing school engagement with the outreach agenda.

Raven. N. 2017. 'Challenges and opportunities for widening participation: the practitioners' perspective'. In S. Broadhead, M. Hill, A. Hudson, C. McGlynn, S. McKendry, N. Raven, D. Sims, and T. Ward (eds). 2017. Widening Participation in the Context of Economic and Social Change.. London: Forum for Access and Continuing Education: 269-293.

• An exploration of the challenges to widening participation the sector currently faces and is likely to encounter over the next few years, and a consideration of how these challenges could be met.

Raven. N. 2018. 'Drop out amongst AS and A-level learners: interpretations and interventions', in G. Atherton, S. Kendall, M. Naughton, M. Webster (eds) Widening Access throughout the Student Lifecycle, Newcastle Upon Tyne. Cambridge Scholars Publishing: 2-20.

• An examination of the reasons for drop out and consideration of strategies for enhancing retention.

Raven. N. 2018, ‘The progression of advanced apprentices: learning from the student experience’, in S. Broadhead, J. Butcher, M. Hill, A. Hudson, S. McKendry, N. Raven, D. Sims, and T. Ward (eds). Concepts of Value and Worth: National and International Perspectives on Widening Access and Participation, London: Forum for Access and Continuing Education, 33-58.

• An exploration of practices that have proved effective in supporting the HE progression of advanced apprentices.

Raven. N. 2018, ‘The higher education progression of BTEC learners: trends, challenges and tactics’, in S. Broadhead, J. Butcher, M. Hill, A. Hudson, S. McKendry, N. Raven, D. Sims, and T. Ward (eds). Concepts of Value and Worth: National and International Perspectives on Widening Access and Participation, London: Forum for Access and Continuing Education, 137-157.  

• A consideration of the challenges to HE progression faced by level 3 BTEC students and practices for tackling them.

Raven. N. 2019. ‘I don’t think it’s quite me’: the HE progression challenge for young men from white working class backgrounds, in K. Krčmář (ed), The Inclusivity Gap, (Aberdeen: Inspired by Learning), 52- 67.  

• A consideration of the challenges to HE progression faced by young, white working class males and the role that schools and colleges can play in enhancing their post-18 participation. Please replace previous entry with which had this as forthcoming.

Baldwin. J, N. Raven,  and R. Webber-Jones. 2019. 'Whose job is it anyway? Developing the practice of those who support the higher education progression of further education students', in S. Broadhead, J. Butcher, M. Hill, S. McKendry, N. Raven, R. Renton, B. Sanderson, T. Ward and S. W. Williams (eds). Transformative Higher Education: Access, Inclusion and Lifelong Learning, London: Forum for Access and Continuing Education,111-128.

• An exploration of the unique role that FE colleges can play in widening participation and encouraging access to HE by FE students.

Published reports

Raven, N, 2006. ‘The Visual and Performing Arts Summer School: Bishop Grosseteste College, Lincoln.’ Making a difference: the impact of Aimhigher.  Summer Schools.  Action on Access: 8-9.

Raven, N. 2006. ‘Science Summer School, 2004: Loughborough University.’ Making a difference: the impact of Aimhigher.  Summer Schools.  Action on Access: 25-26.  

Raven, N. 2008. ‘Understanding and overcoming barriers to HE progression faced by working class boys: provisional focus group findings from the East Midlands.’ e-bulletin, Action on Access, 51: 2-3.

Raven, N. 2008. ‘Raising the HE aspirations of working-class boys: lessons from the innovative projects of the East Midlands.’ e-bulletin, Action on Access, 51: 3-4.   

Raven, N. 2011. ‘Identifying and improving management competencies.’ Association of University Administrators, Newslink  68: 10.  

Raven, N. 2011. ‘Management and team coaching in HE’, Association of University Administrators, Newslink 70: 24.  

Raven. N. 2011. ‘The role of reflective diaries in leadership development.’ Engage, Summer. UK, London; Leadership Foundation for Higher Education: 12.

Raven, N. 2011. ‘Strategies for addressing barriers to HE progression.’  In Male Access and Success in Higher Education: A Discussion Paper, York: Higher Education Academy, 15-19. https://www.heacademy.ac.uk/sites/default/files/MaleAccess.pdf

Raven, N. 2011. ‘Utilising the reflective diary as a tool for continuing professional development: are new technologies the answer?’  In Proceedings of the 9th ePortfolio and Identity Conference. London: EPiC, 126-129.  

Raven. N. 2014. ‘Gender and social grade’.  In Young people’s perceptions about post-18 education and training options – commentaries.  University and Colleges Union: London. http://www.ucu.org.uk/media/pdf/f/m/ucu_youngpeoplesperceptionsaboutpost18_commentaries_dec14.pdf

Raven, N. 2015. ‘Initial reflections on the case for evaluating widening access interventions on their cost effectiveness.’  On Reflection.  The Inclusive Journal for Practitioners, Centre for Recording Achievement, 29 (Summer): 5-7.

Raven, N. 2015. ‘Is there a case for cost effectiveness in widening access? A thought piece.’ e-Bulletin, Forum for Access and Continuing Education, 91 (June).

Raven. N. 2015. ‘A new framework for supporting the preparation of outreach evaluation plans.’ Forum For Access and Continuing Education, e-bulletin. Issue 94 (September)

Raven. N. 2015. ‘Methods and motivations: insights into the reflective practices of higher education professionals.’ Newslink. 82: 10-11.

Raven. N. 2015. ‘The challenge of evaluating behavioural change amongst outreach participants: some initial thoughts’, Forum for Access and Continuing Education, e-Bulletin, issue 96 (November).

Raven. N. 2016. ‘Taking a longer view: the reflective practices of higher education leaders.’ Leadership Foundation Blog (26 January). http://lfheblog.com/2016/01/26/taking-a-longer-view-the-reflective-practices-of-higher-education-leaders/

Raven. N. 2016. ‘An outreach evaluation challenge: recognising and recording behavioural change.’ On Reflection.  The Inclusive Journal for Practitioners, Centre for Recording Achievement.  Issue 30, p. 12-14.

Raven. N. 2017. ‘Evaluation: an introductory guide’, Newslink, Association of University Administrators, Issue 88, p.  4-5. https://aua.ac.uk/wp-content/uploads/sites/37/2018/01/aua-newslink-88.pdf

Raven. N. 2019. 'Coming here has given me my dreams': the role of further education colleges in widening access' Association of University Administrators blog, https://aua.ac.uk/coming-here-has-given-me-my-dreams-aua-blog/ (July, 2019).

Raven. N. 2019. 'They would never have gone to university': the unique role that further education colleges play in widening access', FACE e-bulletin, 139 (August, 2019)

Raven. N. 2020. 'Understanding the educational trajectories of young people from target wards', FACE e-bulletin, 149 (June, 2020), https://www.face.ac.uk/blog-post/understanding-the-educational-trajectories-of-young-people-from-target-wards/

Raven. N. 2020. 'Insights into geographical inequalities in higher education participation', Association of University Administrators blog, https://aua.ac.uk/insights-into-geographical-inequalities-in-higher-education-participation/ (March, 2020).

News reports featuring work

Young. S. 2007. ‘Blazing a trail. Getting more boys into university’, The Times Education Supplement Magazine, 23 November, 14-19.

Reports