Widening access for lifelong learners: a case study of higher education pathway leaders in college-based higher education using activity theory

This case study explores the activity systems relating to the practice of ‘widening access’ opportunities for lifelong learners to undergraduate higher education (HE) study, from the perspective of HE pathway leaders in college-based higher education (CBHE). This demographic of professional represents a subsection of the main subject stakeholders operating within a stratified HE system and widening participation (WP) agenda, responsible for the operational, managerial and day to day functioning of activities centred around the objective of widening access. Grounded in cultural-historical activity theory, the research investigates the contradictions HE pathway leaders encounter using a qualitative case study approach. Data was gathered through semi-structured interviews with pathway leaders, allowing for an in-depth analysis of tensions across key elements of the activity systems. Findings reveal that pathway leaders often employ innovative, vocationally aligned strategies, condensed timetables and technology-enhanced study modalities to overcome structural rigidity and support lifelong learners. However, contradictions including limited support for non-traditional timetables and technological barriers, hinder these efforts. This study contributes to the understanding of widening access from a practitioner perspective, highlighting the need for policy and institutional support to enable CBHE to fulfil its mission as a flexible, vocationally aligned and community-oriented alternative to traditional HE.