@article {O'Brien:2015:1466-6529:74,
title = "Student finance, progression and 'inclusivity': indicative data from the University of Liverpool",
journal = "Widening Participation and Lifelong Learning",
parent_itemid = "infobike://openu/jwpll",
publishercode ="openu",
year = "2015",
volume = "17",
number = "3",
publication date ="2015-10-05T00:00:00",
pages = "74-88",
itemtype = "ARTICLE",
issn = "1466-6529",
url = "https://www.ingentaconnect.com/content/openu/jwpll/2015/00000017/00000003/art00007",
doi = "doi:10.5456/WPLL.17.3.74",
keyword = "STUDENT FINANCE, INCLUSIVITY, PROGRESSION",
author = "O'Brien, Mark",
abstract = "This research compares progression rates for University of Liverpool (UK) final year students receiving financial support with those for students who narrowly miss the family-income eligibility criteria, are from low participation neighbourhood backgrounds (LPN) and for all home students.
The data has been sampled according to two types of department: those that show general high rates of retention for LPN and lower socio-economic background students and all home students; and those that show lower rates of retention for those groups. Survey data has been used to aid interpretation
of the differentials revealed. Overall, the indicative data produced by this research suggests that there is a positive effect for financial support on progression, and that this effect interacts with departmental culture and so needs to be understood in relation to other more general inclusivity
considerations.",
}