Navigating widening access : institutional approaches to contextual admissions in undergraduate chemistry in Scotland

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Willison, Debra and Sykes, Laureen and Scott, Fraser J. (2026) Navigating widening access : institutional approaches to contextual admissions in undergraduate chemistry in Scotland. RSC Sustainability, 4 (8). 3165–3170. ISSN 2753-8125 (https://doi.org/10.1039/d6su90030e)

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Abstract

Widening access to higher education is central to achieving the United Nations Sustainable Development Goals for Quality Education (SDG 4) and Reduced Inequalities (SDG 10). In Scotland, contextual admissions are a key policy mechanism intended to support applicants whose educational attainment may have been shaped by socioeconomic or personal disadvantage. However, little is known about how these policies operate in practice within STEM disciplines. This study explored how Scottish universities delivering undergraduate chemistry programmes identify, assess, and support applicants eligible for contextual offers. Semi-structured interviews were conducted with admissions selectors and widening-access staff from six Scottish universities. Transcripts were analysed using reflexive thematic analysis to identify patterns in institutional practices, decision-making processes, and perceptions of contextual admissions. Five themes emerged: Institutions demonstrated a shared commitment to widening access but varied in the metrics used, the structure of admissions decision-making, and the consistency of post-entry support. A major cross-cutting issue was the difficulty communicating eligibility, with many applicants, teachers, and parents unaware of available contextual pathways. While contextual offers were seen as an important equity mechanism, their practical impact differed by institution and applicant group, and concerns about fairness and transparency persisted. Post-entry support was uneven, often limited by challenges in identifying contextual entrants. Teachers and parents acted as influential gatekeepers, but inconsistent understanding sometimes hindered effective guidance. These findings highlight the need for clearer communication, improved sector coordination, and stronger transition support to ensure that contextual admissions contribute meaningfully to equitable participation and success in chemistry and wider STEM education.

ORCID iDs

Willison, Debra ORCID logoORCID: https://orcid.org/0000-0002-1977-0422, Sykes, Laureen and Scott, Fraser J. ORCID logoORCID: https://orcid.org/0000-0003-0229-3698;
CORE (COnnecting REpositories)