The appointment of Sir Martin Harris as Director of the Office For Fair Access has precipitated yet more debate about higher education, dumbing down and social engineering. The argument never seems to move on, even though the positive effects of widening participation are becoming plain to see.
Bristol University's Department of Historical Studies has been in the vanguard of widening participation for more than six years and has consequently had to take some venomous criticism. But when I visited them recently, they cited fresh evidence that their policy of encouraging greater diversity was bringing important academic and social benefits.
Applications now come from a broader pool of talent and the take-up rate of offers is similar for applicants from all educational backgrounds. There is a much more diverse mix of students - not only in terms of the hoary state/private school dichotomy but also in the greater range of ages and ethnic backgrounds.
The department also stressed other, perhaps less immediately predictable, benefits.
First, they felt that the diversification of the undergraduate body had enhanced their sense of departmental community, resulting in improved relations between students and between staff and students.
Next they spoke of a better learning environment. They had noticed how the students listened to one another more, respected and learned from their differences, and were increasingly engaged with their studies. They described the students as lively, thoughtful, stimulating and a joy to teach.
They noted that there had been a significant improvement in the intellectual environment as demonstrated by the increased number of first-class degrees awarded, the high level of discussion in seminars and the consistently good quality of written work. The average A-level score on entry has climbed steadily from 25.8 points in the 1990s to 27.6 points in 2003. The average offer has risen over the past three to four years from BBC to AAB/ABB and the students are achieving or exceeding such grades.
This improvement has occurred in students from all educational backgrounds. The department is getting the very best people with genuine intellectual power and the ability to think for themselves.
The department described a much closer involvement with the city and local community. There has been a small but real increase in the number of local students - both 'standard' and 'mature'. The students are also more involved with the local community and are often proactive in establishing and building such links. A current example is a mentoring scheme at a local school set up by a former student who now teaches history there.
Finally they pointed out how the sum of all these changes had improved the research environment. Postgraduate recruitment has improved, particularly at MA level. A more intellectually able and challenging student body has enabled their teaching to inform their research to a much greater degree (and vice versa), thus helping to stimulate an increasingly dynamic and engaged departmental research culture.
I appreciate that this is anecdotal, but research exists which shows that the more diverse the student body with whom you are educated, the better your education. It was gratifying to hear this effect so eloquently described by our academic staff.
Bristol has been committed to diversifying its student body since long before widening participation became such an emotional issue and we will continue to be so committed long after it falls off the political radar. We are currently refining our widening participation strategy, which already includes residential summer schools; tours, taster sessions, master classes and enrichment days at the University; and the mentoring and tutoring by our students of pupils in local schools with a view to raising aspirations and attainment.
We are committed to this because we are committed to equity of access. But we also do it because it improves the academic and cultural environment and leads to a better undergraduate experience for all our students whatever their educational and social background. There is no evidence of dumbing down from this experience: perhaps we should start to talk about "enriching up".