ABSTRACT
This chapter begins by considering the historical background to the role of the university. It then looks at more recent developments considering learner variability in higher education, especially in relation to how this has changed over time in the United Kingdom. It does so by exploring the links between learners’ experiences and the formation of interrelated national policies and practices. Further, the chapter interrogates an analysis of past and current research into participation, and differential outcomes, for marginalized students. Considering the principles of Universal Design for Learning (UDL), this chapter then explores how universities can take learning arising from the socio-cultural development processes discussed earlier in the chapter to inform, create, establish and embed an holistic approach to inclusivity for the benefit of all students.
