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Path: Home > Book Shop > Periodicals > JACS > Back Issues > Editorial 4.2
Back Issues ]

Editorial

Volume 4, Number 2, Spring 2003

Farewell to JACS and welcome to JAPP
Jonathan Brown

This is the final issue of the Journal of Access and Credit Studies. From the Autumn JACS will be replaced by the Journal of Access Policy and Practice. JAPP will inform and support policy development in access and widening participation. It will engage more closely with practitioner-researcher concerns in the field. It will continue to welcome articles from new authors seeking to publish refereed articles and reports on work and research in progress.

JAPP has appointed Dr Mary Stuart, Pro-Vice Chancellor at the University of Sussex, to be the editor of the new journal. (Contact her on m.stuart@sussex.ac.uk with contributions and suggestions for contributions.) On appointment Mary said,

At a time when issues of access remain in the headlines, but policy is often made on the hoof and not interrogated, we hope this journal will provide a rigorous forum for debate and evaluation.

NIACE, publisher and joint sponsor of JACS, will publish JAPP and will in addition be responsible for marketing and subscriptions. The new journal will continue in print but will, in addition, have an exclusive online version for subscribers. This will allow not only accessibility to a wider audience of students, practitioners and researchers, but also attract contributions on policy and practice from underrepresented areas of work. The other joint sponsor of JACS (NOCN) will continue to be associated with the new journal and will have an input to the Editorial Board.  The Editorial Board of JAPP will be considerably strengthened while retaining representation from NOCN and NIACE.

Personally I am delighted with this outcome. The new editor is an author published in these pages and is among the many colleagues who have given support to the ‘exiting’ journal over the last four years. At the end of my term of office I reflect on the work of 104 authors who have been published in these pages, and 75 colleagues who have acted as referees. A journal such as JACS survives only with the unseen and unsung work of authors, referees and, of course, members of the Editorial Board (who play a key role in refereeing). Unseen and unsung you may be, but as an editor at the end of my term, you have my sincere thanks.

To give continuity I will be joining the new Board during its first year. I am pleased to give this clear and unequivocal support to JAPP. I have no doubt that such a journal is needed. The issues in access have become more complex over recent years and the papers published in these pages give clear testimony to the need to examine both policy and practice in the broad arena of access and accessibility.

What has given me most pleasure during my editorship has been the articulation of the student voice as it has come through the work of colleagues. It has been recorded in a variety of forms and settings and I will leave by reminding readers of just a few of those many, necessarily anonymous, voices. These appear in issue order making a variety of points.

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Supporting discrete provision for disabled students:
When I am with people without a visual handicap I feel quite useless (Dale and Green 1 (1) 8.

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The student needing a particular qualification to move her family out of poverty but who incidentally (almost accidentally) obtained first class honours: It doesn’t mean a lot to me. . .apparently I was the first one for five years but to be honest the fact that it was over was more important to me. . .and I’m not just saying that to be humble, I couldn’t wait, it was a means to an end (Spencer 1 (1) 75).

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Commenting on the University of Warwick 2+2 scheme:
I liked the fact that it was geared up for people who had done qualifications some time before, to get people back into the swing (Band 1 (1) 87)

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On her journey from Access to HE:
I wouldn’t have gone to university without Access. I wouldn’t have had the confidence (Betts 1 (2) 127).

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Commenting on a step-by-step guide to what was required in an early essay on an Access course:
. . .I was able to get straight to the job of researching and writing it. It avoided any wasted time. . . (Harrington 1 (2) 153).

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A 51-year-old woman on not hearing anything after applying to university as a mature student:
I was resentful about not hearing from UCD at all. I‘ll tell you why, as you can see I’m no spring chicken. I’ve been working since I was 14...and I’ve been paying through the nose on taxes and PRSI, and for young people to get educated... (Murphy and Inglis 2 (1) 107).

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A part-time student at the University of Luton:
Part-time students are treated as second class to full-time students, this situation should be improved as a matter of urgency (Symon and Fallows 2 (1) 115).

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Tracy after the children have started school:
I’ve got all this freedom, all this time to myself, I’m not working. And then you think this is boring, I can’t do this for the rest of me life. . . I want to do something and, you know, have a real purpose in life (Dawson and Boulton 2 (2) 169).

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Study skills tuition and the ‘real’ student experience in HE:
Study Skills did not prepare you for the use of the library. . . it’s taken me two years to even realise there’s things like quick reference (Gibson and Waters 3 (2) 157).

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Judith on what happened in her school education:
. . .they didn’t teach me anything at school. I don’t know if it’s because they didn’t teach me or because I wasn’t listening (Warmington 4 (1) 11).

So in leaving the Editorial Chair I will also express my thanks to the unseen students acknowledged only by pseudonyms whose voice we must never forget. We need to understand our practice and place it firmly in theoretical contexts but we also need to be reminded of how clear and immediate is the student voice.

And finally I wish my successor well in the adjacent chair and look forward to reading many good things in the Journal of Access Policy and Practice for years to come.

References

NB all references are to JACS

bulletBand S (1998) ‘The Warwick 2+2: access issues’ 1 (1) 82-90.
bulletBetts S (1999) ‘From Access through HE: a gendered journey’ 1 (2) 124-136.
bulletDale M and Green P (1998) ‘Group Access for disabled students’ 1 (1) 4-16.
bulletDawson E and Boulton P (2000) ‘Returning to education: a question of balance’ 2 (2) 164-177.
bulletGibson K and Waters J (2001/2002) ‘Mature student perceptions of Access: perspectives from a qualitative longitudinal study‘ 3 (2) 155-166.
bulletHarrington M (1999) ‘An action research approach to teaching Access: integrating study skills into psychology’ 1 (2) 149-159.
bulletMurphy M and Inglis T (2000) ‘Unsuccessful mature applicants and Irish universities: a case study’ 2 (1) 100-111.
bulletSpencer S (1998) ‘A funder in the last resort: accounts from successful recipients of awards from the Elizabeth Nuffield Educational Fund’ 1 (1) 70-77.
bulletSymon G and Fallows S ‘Part-time HE study in Luton and its environs: implications for providers, recipients and beneficiaries’ 2 (1) 112-123.
bulletWarmington P (2002) ‘The complexity of disaffection: mature returners and the narrative tensions of inclusion, hierarchy and Access’ 4 (1) 5-19.

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