Access practitioners in Irish Higher Education: a national mixed???methods study of role, identity and vision

Access practitioners are central to widening participation and inclusion in Irish higher education, yet their work remains under???examined. This article presents findings from a national mixed???methods study comprising a survey ( n =121) and three World Cafés with practitioners ( n =54) across fourteen Higher Education Institutions (HEIs). Access practitioners are primarily motivated by social justice commitments and lived experience, and describe a relational, agile practice that spans outreach, student support, advocacy and institutional change. Key challenges include short???term and inflexible funding, administrative burden, ‘role creepi’ and limited formal recognition. Research participants report increasing complexity of student need and emotional labour with risks of burnout. Research participants articulate a future that embeds a whole???of???institution approach to access, sustained funding and supervision structures, and formal professional development and recognition including a professional body and accredited training. Clearer role definition, sector???level professionalisation debates and institutional governance mechanisms that move access from departmental responsibility to shared institutional practice are warranted.