ABSTRACT
This final chapter explores the main implications of our research for policy and practice at institutional, regional and national levels in European higher education. This is a highly topical issue at present, as the Bologna process now requires universities and national policy bodies to address the ‘social dimension’ of the European Area of Higher Education. Our study has therefore come at a timely point in an emerging, and possibly highly contentious, European debate. To date, much of the debate in higher education has been inward-looking, with little evidence of deep-rooted change as a result. We argue that policy and practice will have a better chance of working if we listen to non-traditional students, as well as paying attention to the expectations and aspirations of those who work in the sector, and the wider expectations of society. The chapter identifies a number of areas and issues that inhibit the participation and achievement of non-traditional students, as well as exploring evidence of practices and approaches that promote them. Concrete proposals will then be outlined using the voices of students from this evidence-based research.
