Success in layers: how widening access students build success in their university life

Authors

DOI:

https://doi.org/10.47408/jldhe.vi41.1803

Keywords:

widening access, student success, belonging, mature students, student voice

Abstract

This study explores how students from widening access backgrounds make sense of their success in higher education. Semi-structured interview data was collected from eight mature undergraduate students at a widening access university in England. Thematic analysis identified three interconnected layers that shape success: personal inner drivers, social co-production, and institutional structures. Students described how small moments of reassurance, self-belief, and determination helped them stay motivated, while the support of family, peers and approachable staff gave them strength and confidence to continue. Institutional factors, including inclusive teaching, consistent communication, and support mechanisms, either empowered or hindered their progress at times.  Together, these findings show that success is not an individual act of resilience, but a shared achievement built through personal growth, supportive relationships, and responsive institutional environments. The study offers practical insights for universities seeking to design policies and practices to support widening access students to belong, progress, and succeed.

Author Biographies

Mark Gallagher-Read, University of Wales Trinity St David

Mark Gallagher-Read is the Academic Director for the Health discipline at the University of Wales Trinity St David, Birmingham and a health care improvement consultant. His research interests lie mainly in digital health, student success, and teaching and learning. He has a particular interest in improving educational practice and supporting positive student outcomes. Mark is a Senior Fellow of Advance HE.

Besty Jose, University of Wales Trinity St David

Besty Jose is a senior lecturer and a programme manager at the University of Wales Trinity St David, Birmingham. Her research interests include student success, student experience, teaching and learning in higher education and digital health, with a particular focus on work that can make a practical difference to widening participation students and their learning.  She is passionate about helping students succeed and creating a positive, supportive learning experience.

Stephanie Ng, University of Wales Trinity St David

Stephanie Ng has nine years of experience working in higher education. She has co-led different initiatives focused on improving student success initiatives, particularly for widening participation students. She is particularly interested in research that supports student success, student experience, and teaching and learning in higher education. She works closely with students and contributes to activities that support their overall experience.

John Deane, University of Wales Trinity St David

John Deane has 25 years of Senior Management leadership experience in UK HE across the private and public sectors. AdvanceHE Principal Fellow and Fellowship Reviewer. He has 5 years of experience as a QAA Reviewer in the UK and internationally. He is currently Dean of the Birmingham Campus, University of Wales Trinity St David.

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Published

30-09-2026

How to Cite

Gallagher-Read, M., Jose, B., Ng, S., & Deane, J. (2026). Success in layers: how widening access students build success in their university life. Journal of Learning Development in Higher Education, (41). https://doi.org/10.47408/jldhe.vi41.1803

Issue

No. 41 (2026)

Section

Papers

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