Key publications
Banerjee PA, Myhill D, Tyssen J (2023). A comparative analysis of post-16 learner outcomes and perspectives, based on studying further education (FE) in either an FE college or sixth form setting. Evaluation conducted for Go Higher West Yorkshire. Final Project Report 2022 https://gohigherwestyorks.ac.uk/wp-content/uploads/2023/05/GHWY-Final-Report-27th-October_PAB.pdf. GHWY, UK.
Banerjee PA, Rigg A, Altoe M (2023). Degree awarding gaps by demographics in UK Universities. Book chapter in BERA Sage International Handbook. In (Ed) , Sage.
Banerjee PA, True C, Hart R, Hodgson E, Dingwall K, Shen Z (2023). Evaluation of the ‘Articulate’ widening participation intervention aimed at improving soft skills and HE aspirations of students from traditionally underrepresented backgrounds. Review of Education. Article DOI: 10.1002/rev3.3391. Review of Education, 11 (1)(11).
Banerjee PA (2022). Do expensive STEM enrichment activities make any difference to science and maths outcomes at school?. In (Ed) Making your doctoral research project ambitious: Developing Large-Scale Studies with Real-World Impact, Abingdon: Routledge, 978-1-032-05975-4 (hardback), 978-1-032-06245-7 (paperback), 978-1-003-20136-6 (ebook).
Boliver V, Banerjee P, Gorard S, Powell M (2022). Reconceptualising fair access to highly academically selective universities.
Higher Education,
84(1), 85-100.
Abstract:
Reconceptualising fair access to highly academically selective universities
The higher education regulator for England has set challenging new widening access targets requiring universities to rethink how merit is judged in admissions. Universities are being encouraged to move away from the traditional meritocratic equality of opportunity model of fair access, which holds that university places should go to the most highly qualified candidates irrespective of social background, in accordance with the principles of procedural fairness. Instead, they are being asked to move towards what we term the meritocratic equity of opportunity model, which holds that prospective students’ qualifications should be judged in light of the socioeconomic circumstances in which these were obtained to enhance distributive fairness, a practice known in the UK as contextualised admissions. In this paper, we critically discuss the theoretical underpinnings of these two competing perspectives on fair access and review the existing empirical evidence base, drawing together for the first time insights from our ESRC and Nuffield Foundation funded studies of fair access to highly academically selective universities in England. We argue that reconceptualising fair access in terms of distributive fairness rather than procedural fairness offers a more socially just set of principles on which to allocate valuable but scarce places at the most academically selective universities in England, unless or until such time as the vertical stratification of higher education institutions is reduced or eliminated entirely.
Abstract.
Office for Students, Myhill D, Banerjee PA (2021). Transforming Transitions. Addressing Barriers to Student Success. OfS Report.
Publications by category
Books
Banerjee P (eds)(2019).
Transitions from Vocational Qualifications to Higher Education: Examining Inequalities. UK, Emerald Publishing Limited.
Abstract:
Transitions from Vocational Qualifications to Higher Education: Examining Inequalities.
Abstract.
Banerjee P (eds)(2019).
Transitions from Vocational Qualifications to Higher Education: Examining Inequalities. UK, Emerald Publishing Limited.
Abstract:
Transitions from Vocational Qualifications to Higher Education: Examining Inequalities.
Abstract.
Banerjee PA (2018). forthcoming) Driving change, Breaking barriers: Towards developing an inclusive and skilled workforce in STEM. , Sense Publishers.
Banerjee PA (2017). Impact assessment of STEM initiatives in improving educational outcomes. UK, USA, Author house.
Journal articles
Banerjee PA, True C, Hart R, Hodgson E, Dingwall K, Shen Z (2023). Evaluation of the ‘Articulate’ widening participation intervention aimed at improving soft skills and HE aspirations of students from traditionally underrepresented backgrounds. Review of Education. Article DOI: 10.1002/rev3.3391. Review of Education, 11 (1)(11).
Boliver V, Banerjee P, Gorard S, Powell M (2022). Reconceptualising fair access to highly academically selective universities.
Higher Education,
84(1), 85-100.
Abstract:
Reconceptualising fair access to highly academically selective universities
The higher education regulator for England has set challenging new widening access targets requiring universities to rethink how merit is judged in admissions. Universities are being encouraged to move away from the traditional meritocratic equality of opportunity model of fair access, which holds that university places should go to the most highly qualified candidates irrespective of social background, in accordance with the principles of procedural fairness. Instead, they are being asked to move towards what we term the meritocratic equity of opportunity model, which holds that prospective students’ qualifications should be judged in light of the socioeconomic circumstances in which these were obtained to enhance distributive fairness, a practice known in the UK as contextualised admissions. In this paper, we critically discuss the theoretical underpinnings of these two competing perspectives on fair access and review the existing empirical evidence base, drawing together for the first time insights from our ESRC and Nuffield Foundation funded studies of fair access to highly academically selective universities in England. We argue that reconceptualising fair access in terms of distributive fairness rather than procedural fairness offers a more socially just set of principles on which to allocate valuable but scarce places at the most academically selective universities in England, unless or until such time as the vertical stratification of higher education institutions is reduced or eliminated entirely.
Abstract.
Elliot Major L, Banerjee PA (2020). Social mobility and elite universities. Higher Education Policy Institute, HEPI policy note 20
Banerjee PA (2018). Widening participation in higher education with a view to implementing institutional change.
Perspectives: Policy and Practice in Higher Education,
22(3), 75-81.
Abstract:
Widening participation in higher education with a view to implementing institutional change
In this research informed perspective, I discuss some of the barriers students face during progression to higher education. A crucial role can be played by higher education institutions (HEIs) and other public bodies. I discuss some of the measures taken and critically evaluate these to show how these can be improved. In the absence of a centralised admission system and autonomy exercised by HEIs, it is not clear yet how these targets will be achieved. HEFCE and OFFA play a vital role, but there is further scope towards addressing equality and diversity. This paper discusses some of the ways forward.
Abstract.
Banerjee PA (2017). Context and Implications Document. Review of Education
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?.
Review of Education,
5(2), 202-224.
Abstract:
Is informal education the answer to increasing and widening participation in STEM education?
This paper summarises research findings from a longitudinal national evaluation of science, tech-nology, engineering and mathematics (STEM) ‘enrichment and enhancement activities’. The activ-ities included science practical lessons, supported by ambassador visits, trips to laboratories, STEMcentres and higher education institutions. The common theme for these activities was their aim toimprove understanding and enjoyment of science in the short term and encourage STEM participa-tion in the long term. The 2007 cohort across all state maintained secondary schools in Englandwas followed up from the beginning of key stage 3 to the end of key stage 5 making use of schooland pupil level datasets from the national pupil database. The study investigated whether engagingin these STEM programmes, run for 11–16 year olds, in secondary school is likely to affect subjectchoices during post-compulsory education? Do young people sparsely represented in STEMcourses such as those from a lower socio-economic class and black ethnic minority engage betterwith STEM subjects because of actively participating in these activities? a direct noticeable impactof these activities was not seen on STEM take-up. The analysis presented here concludes there isno evidence to suggest continued engagement in these activities is manifested in terms of increasingor widening STEM participation.
Abstract.
Banerjee P (2017). Which are the most suitable contextual indicators for use in widening participation to HE?.
Banerjee PA (2016). A longitudinal evaluation of the impact of STEM enrichment and enhancement activities in improving educational outcomes: Research protocol. International Journal of Educational Research, 76, 1-11.
Banerjee PA (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools.
Cogent Education,
3(1).
Abstract:
A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools
Socio-economic hardships put children in an underprivileged position. This systematic review was conducted to identify factors linked to underachievement of disadvantaged pupils in school science and maths. What could be done as evidence-based practice to make the lives of these young people better? the protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA) was followed. Major electronic educational databases were searched. Papers meeting pre-defined selection criteria were identified. Studies included were mainly large-scale evaluations with a clearly defined comparator group and robust research design. All studies used a measure of disadvantage such as lower SES, language barrier, ethnic minority or temporary immigrant status and an outcome measure like attainment in standardised national tests. A majority of papers capable of answering the research question were correlational studies. The review reports findings from 771 studies published from 2005 to 2014 in English language. Thirtyfour studies were synthesised. Results suggest major factors linking deprivation to underachievement can be thematically categorised into a lack of positive environment and support. Recommendations from the research reports are discussed.
Abstract.
Banerjee P (2016). Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?.
Oxford Review of Education,
43(1), 1-18.
Abstract:
Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?
Science, technology, engineering, and mathematics (STEM) skills are very valuable for economic growth. However, the number of young people pursuing STEM learning trajectories in the United Kingdom was lower than the predicted demand during the last decade. Several STEM enrichment and enhancement activities were thus funded by the government, private, and charitable organisations to improve understanding of and raise pupil interest in these subjects. One possible way of measuring the impact of these activities in supporting pupil understanding of maths was to track the proportion of young people obtaining a ‘good’ grade in standardised national tests such as the GCSEs. Attainment is of course only one possible outcome of education but certainly a very important one because students are more likely to continue studying subjects in which they score higher. This makes maths attainment even more important as it is a pre-requisite for admission to STEM degree courses. This longitudinal study makes use of the National Pupil Database to assess the impact of these schemes on maths attainment of participating schools. Following up 300 intervention schools for five years the study shows the intervention group did not do any better than the comparator. The paper suggests further directions for research and offers recommendations for practice.
Abstract.
Banerjee PA (2013). Research design creating robust approaches for the social sciences. International Journal of Research & Method in Education, 36(4), 440-442.
Chapters
Banerjee PA, Rigg A, Altoe M (2023). Degree awarding gaps by demographics in UK Universities. Book chapter in BERA Sage International Handbook. In (Ed) , Sage.
Banerjee PA (2022). Do expensive STEM enrichment activities make any difference to science and maths outcomes at school?. In (Ed) Making your doctoral research project ambitious: Developing Large-Scale Studies with Real-World Impact, Abingdon: Routledge, 978-1-032-05975-4 (hardback), 978-1-032-06245-7 (paperback), 978-1-003-20136-6 (ebook).
Banerjee PA (2019). Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes. In Banerjee P, Myhill D (Eds.)
Transitions from Vocational Qualifications to Higher Education
Examining Inequalities, UK: Emerald Publishing.
Abstract:
Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes
Abstract.
Banerjee, PA (2017). Using big data to inform evidence-based policy and practice: practical lessons learnt from handling secondary data. In (Ed) Sage research methods, UK: Sage.
Conferences
Banerjee PA, Myhill DA, Robinson C (2018). Investigating the link between prior qualification and student progression in higher education?. BERA 2018. 11th - 13th Sep 2018.
Banerjee PA, Boliver V, Gorard S (2018). The notion of fair admissions. BERA 2018. 11th - 13th Sep 2018.
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?. BERA.
Banerjee PA (2016). Getting students interested in science: Does it work?. BERA.
Banerjee PA, Gorard S, Boliver V (2016). Using indicators of contextual disadvantage to widen participation in higher education: a systematic review of the research literature. How do they rate in terms of real-life validity, completeness, availability and feasibility of use?. SPA Conference.
Banerjee PA (2015). What is the impact of STEM initiatives on widening participation?. BERA.
Banerjee PA (2014). Impact assessment of STEM initiatives on widening participation. BERA.
Banerjee PA (2014). Unequal representation of socioeconomic classes in STEM education. BERA Conference.
Reports
Banerjee PA, Myhill D, Tyssen J (2023). A comparative analysis of post-16 learner outcomes and perspectives, based on studying further education (FE) in either an FE college or sixth form setting. Evaluation conducted for Go Higher West Yorkshire. Final Project Report 2022 https://gohigherwestyorks.ac.uk/wp-content/uploads/2023/05/GHWY-Final-Report-27th-October_PAB.pdf. GHWY, UK.
Office for Students, Myhill D, Banerjee PA (2021). Transforming Transitions. Addressing Barriers to Student Success. OfS Report.
Office for Students (2019). Access and participation: Standards of evidence. OfS report. Office for Students.
Office for Students (2019). An evaluation self-assessment toolkit. OfS report.
Office for Students (2019). Using standards of evidence to evaluate the impact of outreach. OfS report.
Publications by year
2023
Banerjee PA, Myhill D, Tyssen J (2023). A comparative analysis of post-16 learner outcomes and perspectives, based on studying further education (FE) in either an FE college or sixth form setting. Evaluation conducted for Go Higher West Yorkshire. Final Project Report 2022 https://gohigherwestyorks.ac.uk/wp-content/uploads/2023/05/GHWY-Final-Report-27th-October_PAB.pdf. GHWY, UK.
Banerjee PA, Rigg A, Altoe M (2023). Degree awarding gaps by demographics in UK Universities. Book chapter in BERA Sage International Handbook. In (Ed) , Sage.
Banerjee PA, True C, Hart R, Hodgson E, Dingwall K, Shen Z (2023). Evaluation of the ‘Articulate’ widening participation intervention aimed at improving soft skills and HE aspirations of students from traditionally underrepresented backgrounds. Review of Education. Article DOI: 10.1002/rev3.3391. Review of Education, 11 (1)(11).
2022
Banerjee PA (2022). Do expensive STEM enrichment activities make any difference to science and maths outcomes at school?. In (Ed) Making your doctoral research project ambitious: Developing Large-Scale Studies with Real-World Impact, Abingdon: Routledge, 978-1-032-05975-4 (hardback), 978-1-032-06245-7 (paperback), 978-1-003-20136-6 (ebook).
Boliver V, Banerjee P, Gorard S, Powell M (2022). Reconceptualising fair access to highly academically selective universities.
Higher Education,
84(1), 85-100.
Abstract:
Reconceptualising fair access to highly academically selective universities
The higher education regulator for England has set challenging new widening access targets requiring universities to rethink how merit is judged in admissions. Universities are being encouraged to move away from the traditional meritocratic equality of opportunity model of fair access, which holds that university places should go to the most highly qualified candidates irrespective of social background, in accordance with the principles of procedural fairness. Instead, they are being asked to move towards what we term the meritocratic equity of opportunity model, which holds that prospective students’ qualifications should be judged in light of the socioeconomic circumstances in which these were obtained to enhance distributive fairness, a practice known in the UK as contextualised admissions. In this paper, we critically discuss the theoretical underpinnings of these two competing perspectives on fair access and review the existing empirical evidence base, drawing together for the first time insights from our ESRC and Nuffield Foundation funded studies of fair access to highly academically selective universities in England. We argue that reconceptualising fair access in terms of distributive fairness rather than procedural fairness offers a more socially just set of principles on which to allocate valuable but scarce places at the most academically selective universities in England, unless or until such time as the vertical stratification of higher education institutions is reduced or eliminated entirely.
Abstract.
2021
Office for Students, Myhill D, Banerjee PA (2021). Transforming Transitions. Addressing Barriers to Student Success. OfS Report.
2020
Elliot Major L, Banerjee PA (2020). Social mobility and elite universities. Higher Education Policy Institute, HEPI policy note 20
2019
Office for Students (2019). Access and participation: Standards of evidence. OfS report. Office for Students.
Office for Students (2019). An evaluation self-assessment toolkit. OfS report.
Banerjee PA (2019). Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes. In Banerjee P, Myhill D (Eds.)
Transitions from Vocational Qualifications to Higher Education
Examining Inequalities, UK: Emerald Publishing.
Abstract:
Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes
Abstract.
Banerjee P (eds)(2019).
Transitions from Vocational Qualifications to Higher Education: Examining Inequalities. UK, Emerald Publishing Limited.
Abstract:
Transitions from Vocational Qualifications to Higher Education: Examining Inequalities.
Abstract.
Banerjee P (eds)(2019).
Transitions from Vocational Qualifications to Higher Education: Examining Inequalities. UK, Emerald Publishing Limited.
Abstract:
Transitions from Vocational Qualifications to Higher Education: Examining Inequalities.
Abstract.
Office for Students (2019). Using standards of evidence to evaluate the impact of outreach. OfS report.
2018
Banerjee PA (2018). How likely are BTEC students to enter higher education? Society for Research in Higher Education.
Banerjee PA (2018). How successful are BTEC students at the University? Wonkhe.
Banerjee PA, Myhill DA, Robinson C (2018). Investigating the link between prior qualification and student progression in higher education?. BERA 2018. 11th - 13th Sep 2018.
Banerjee PA, Boliver V, Gorard S (2018). The notion of fair admissions. BERA 2018. 11th - 13th Sep 2018.
Banerjee P (2018). Transforming Transitions working paper.
Banerjee PA (2018). Widening participation in higher education with a view to implementing institutional change.
Perspectives: Policy and Practice in Higher Education,
22(3), 75-81.
Abstract:
Widening participation in higher education with a view to implementing institutional change
In this research informed perspective, I discuss some of the barriers students face during progression to higher education. A crucial role can be played by higher education institutions (HEIs) and other public bodies. I discuss some of the measures taken and critically evaluate these to show how these can be improved. In the absence of a centralised admission system and autonomy exercised by HEIs, it is not clear yet how these targets will be achieved. HEFCE and OFFA play a vital role, but there is further scope towards addressing equality and diversity. This paper discusses some of the ways forward.
Abstract.
Banerjee PA (2018). forthcoming) Driving change, Breaking barriers: Towards developing an inclusive and skilled workforce in STEM. , Sense Publishers.
2017
Banerjee P (2017). Assessing the impact of STEM initiatives in improving educational outcomes – have they worked?. BERA blog, https://www.bera.ac.uk/blog/assessing-the-impact-of-stem-initiatives-in-improving-educational-outcomes-have-they-worked
Banerjee PA (2017). Context and Implications Document. Review of Education
Banerjee PA, Myhill D, Robinson C (2017). Does prior qualification affect degree outcomes?.
Banerjee PA (2017). Impact assessment of STEM initiatives in improving educational outcomes. UK, USA, Author house.
Banerjee P (2017). Inspiring role models ‘do not boost uptake of Stem subjects’.
Web link.
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?. BERA.
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?.
Review of Education,
5(2), 202-224.
Abstract:
Is informal education the answer to increasing and widening participation in STEM education?
This paper summarises research findings from a longitudinal national evaluation of science, tech-nology, engineering and mathematics (STEM) ‘enrichment and enhancement activities’. The activ-ities included science practical lessons, supported by ambassador visits, trips to laboratories, STEMcentres and higher education institutions. The common theme for these activities was their aim toimprove understanding and enjoyment of science in the short term and encourage STEM participa-tion in the long term. The 2007 cohort across all state maintained secondary schools in Englandwas followed up from the beginning of key stage 3 to the end of key stage 5 making use of schooland pupil level datasets from the national pupil database. The study investigated whether engagingin these STEM programmes, run for 11–16 year olds, in secondary school is likely to affect subjectchoices during post-compulsory education? Do young people sparsely represented in STEMcourses such as those from a lower socio-economic class and black ethnic minority engage betterwith STEM subjects because of actively participating in these activities? a direct noticeable impactof these activities was not seen on STEM take-up. The analysis presented here concludes there isno evidence to suggest continued engagement in these activities is manifested in terms of increasingor widening STEM participation.
Abstract.
Banerjee PA (2017). STEM activities do not seem to encourage students to make STEM subject choices for AS/A levels.
Web link.
Banerjee PA (2017). Students enjoy science at school, but most still don't see it as a career option.
Web link.
Banerjee, PA (2017). Using big data to inform evidence-based policy and practice: practical lessons learnt from handling secondary data. In (Ed) Sage research methods, UK: Sage.
Banerjee P (2017). Which are the most suitable contextual indicators for use in widening participation to HE?.
2016
Banerjee PA (2016). A longitudinal evaluation of the impact of STEM enrichment and enhancement activities in improving educational outcomes: Research protocol. International Journal of Educational Research, 76, 1-11.
Banerjee PA (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools.
Cogent Education,
3(1).
Abstract:
A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools
Socio-economic hardships put children in an underprivileged position. This systematic review was conducted to identify factors linked to underachievement of disadvantaged pupils in school science and maths. What could be done as evidence-based practice to make the lives of these young people better? the protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA) was followed. Major electronic educational databases were searched. Papers meeting pre-defined selection criteria were identified. Studies included were mainly large-scale evaluations with a clearly defined comparator group and robust research design. All studies used a measure of disadvantage such as lower SES, language barrier, ethnic minority or temporary immigrant status and an outcome measure like attainment in standardised national tests. A majority of papers capable of answering the research question were correlational studies. The review reports findings from 771 studies published from 2005 to 2014 in English language. Thirtyfour studies were synthesised. Results suggest major factors linking deprivation to underachievement can be thematically categorised into a lack of positive environment and support. Recommendations from the research reports are discussed.
Abstract.
Banerjee PA (2016). Banerjee, P.A (2016) Do STEM schemes work? SASS Research briefing document number 15, Durham University. SASS research briefing document
Banerjee P (2016). Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?.
Oxford Review of Education,
43(1), 1-18.
Abstract:
Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?
Science, technology, engineering, and mathematics (STEM) skills are very valuable for economic growth. However, the number of young people pursuing STEM learning trajectories in the United Kingdom was lower than the predicted demand during the last decade. Several STEM enrichment and enhancement activities were thus funded by the government, private, and charitable organisations to improve understanding of and raise pupil interest in these subjects. One possible way of measuring the impact of these activities in supporting pupil understanding of maths was to track the proportion of young people obtaining a ‘good’ grade in standardised national tests such as the GCSEs. Attainment is of course only one possible outcome of education but certainly a very important one because students are more likely to continue studying subjects in which they score higher. This makes maths attainment even more important as it is a pre-requisite for admission to STEM degree courses. This longitudinal study makes use of the National Pupil Database to assess the impact of these schemes on maths attainment of participating schools. Following up 300 intervention schools for five years the study shows the intervention group did not do any better than the comparator. The paper suggests further directions for research and offers recommendations for practice.
Abstract.
Banerjee PA (2016). Getting students interested in science: Does it work?. BERA.
Banerjee P (2016). Impact assessment of STEM initiatives in improving educational outcomes.
Banerjee PA, Gorard S, Boliver V (2016). Using indicators of contextual disadvantage to widen participation in higher education: a systematic review of the research literature. How do they rate in terms of real-life validity, completeness, availability and feasibility of use?. SPA Conference.
2015
Banerjee PA (2015). Can schemes to inspire tomorrow's scientists close the poverty attainment gap?.
The Conversation Web link.
Banerjee PA (2015). What is the impact of STEM initiatives on widening participation?. BERA.
Banerjee P (2015). Why we need more diversity in maths and science? World Economic Forum USA.
World Economic Forum USA Web link.
2014
Banerjee PA (2014). Impact assessment of STEM initiatives on widening participation. BERA.
Banerjee PA (2014). Unequal representation of socioeconomic classes in STEM education. BERA Conference.
2013
Banerjee PA (2013). Championing Research, Educating Professionals: How Compatible Are Elitism, Inclusion and Social Justice? Institute of Local Government Studies, University of Birmingham.
Banerjee PA (2013). Research design creating robust approaches for the social sciences. International Journal of Research & Method in Education, 36(4), 440-442.
