Jon Rainford (0000-0003-2798-5463)

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Dr Jon Rainford is an early career researcher working within the intersections between Sociology and Education. Having worked across a range of educational settings, his recently completed doctoral research focused on exploring the gaps between policy and practice in relation to widening participation in higher education. His research interests also centre on how creative methods broadly conceived can be used both in data collection and effective engagement of publics with research including in online spaces.

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The Open University: Milton Keynes, GB

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Jon Rainford

https://orcid.org/0000-0003-2798-5463

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Employment (1)

The Open University: Milton Keynes, GB

Professional activities (3)

Emerald Publishing: Leeds, GB

Widening Participation and Lifelong Learning Journal: Milton Keynes, GB

University of Bath: Bath, GB

Works (27)

Understanding the lived experience of digital poverty as a distance learner: student and tutor perspectives

A Democratic View of Professional Development in HE

Enabling Part-Time Doctoral Scholars to Develop Effective Support Villages

Listening to Neurodivergent student voice: Supporting transitions to level 1 study

Internalizing the Present in the Articulation of the Future: Masculinity, Inequality and trying on new Possible Selves

Thriving in Part-Time Doctoral Study

Are we still “raising aspirations”? The complex relationship between aspiration and widening participation practices in English higher education institutions

Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support

We Close on Friday: A Case Study Pivot to Online Learning and Beyond at a UK Higher Education Institution

Conclusion: Evolving Markets; Where Next for the Business of WP?

Increasing and Widening Participation in the Market: System Differentiation at the Institutional/Sectoral Level

Introduction: The case for a ‘business of widening participation'

Operationalisation of Widening Participation in Practice

Exploring the transitions of Neurodivergent Access students to Level One Study: Narratives of Study Skills and Support

Using Theory-Based Approaches to Embed Evaluation within a Small Specialist Performing Arts Institution

How institutional doxa shapes access to higher education through framings of ‘potential’

Simulation: informing and enhancing curriculum in Health, Wellbeing and Social Care

Stripping back the novelty: A critical reflection on the dual use of a comic-based approach to engage participants and publics

REFLECTIONS AND LESSONS LEARNED SUPPORTING STAFF AND STUDENTS THROUGH A MAJOR VLE UPGRADE DURING A PANDEMIC

Working with/in institutions: how policy enactment in widening participation is shaped through practitioners’ experience

Moving widening participation outreach online: challenge or opportunity?

Creating connections to weather the storm of marketisation

Confidence and the effectiveness of creative methods in qualitative interviews with adults

Becoming a doctoral researcher in a digital world: Reflections on the role of Twitter for reflexivity and the internal conversation

Making internal conversations public: reflexivity of the connected doctoral researcher and its transmission beyond the walls of the academy

Targeting of widening participation measures by elite institutions: widening access or simply aiding recruitment?

Widening the (out)reach: the potential use of interactive webinars to extend widening participation beyond local geographical boundaries

Peer review (22 reviews for 9 publications/grants)