Widening participation is an agenda embedded within the landscape of higher education across Europe (Archer, 2007; Corver, 2005). It is associated with the diversification of undergraduate populations, with a view to promoting participation from underrepresented groups. Studies (e.g. Reay, 2002; Wingate, 2007) have demonstrated that widening participation does have implications that need considering with respect to the design of undergraduate curricular. Whilst students may be motivated to succeed, they may lack the skills, knowledge and wider experience of higher education integral to their success (Leese, 2010; Wingate, 2007). In a UK university, with large numbers of widening participation students, the induction of first years is being revised with a view to preparing and supporting them more effectively for their studies. The focus is upon immersing students in their chosen discipline and introducing the study skills they will use in their undergraduate work. The introduction of an immersive module has triggered a period of curriculum change as academics were encouraged to innovate, moving away from pedagogies and forms of assessment that may prevent engagement. In this paper we will report on data captured as part of a wider evaluative study to examine the impact of this change in curriculum design on academic practice and student success. Drawing on data collected through an ethnographic study, which has included observations of taught sessions, examination of course documentation, student focus groups and interviews with teaching staff, we will consider how a centrally-derived model of curriculum change was translated into practice. The paper will examine the extent to which pedagogies that promoted inclusion and active learning were integrated into module delivery and the impact they had on the development of study skills. We will also consider the mechanisms integral to promoting engagement of staff in centrally-derived models of curriculum change.

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