The ALL Institutes’ mission is rooted in the belief that systems should support the full participation of all people, particularly those who are marginalised and often excluded. One way this mission takes shape in higher education is through access services, which are dedicated units within institutions that coordinate pre- and post-entry initiatives to enhance access and participation among underrepresented student groups. It is important to recognise the essential role that access services play and the breadth of their impact across education – not only in opening the doors to higher education, but in ensuring students feel seen, supported, and empowered once they walk through them.
Why Do We Need Access?
At first glance, it may seem that once a student has met university entry requirements, they should be equally positioned to navigate their academic journey. However, this assumption overlooks the profound inequalities that shape educational experiences long before students arrive at university. For instance, students in schools designated under the Delivering Equality of Opportunity in Schools (DEIS) program, which supports schools serving disadvantaged communities, are less likely to experience active teaching methods that encourage independent learning. Additionally across Ireland, digital poverty also affects education, with poor internet access and one-third of teachers reporting insufficient technical skills to effectively use digital tools. This means many of these students lack access to crucial resources, networks, and prior supports once they enter higher education. To expect equal outcomes from such unequal beginnings is to ignore the systemic barriers that persist across the educational pipeline. Access services are therefore not about giving some students an advantage, they are about levelling the playing field, ensuring that all students, regardless of background, have a fair opportunity to succeed.
Why Should Higher Education Institutions Commit to Access?
While it is essential that students are equipped with the necessary tools to succeed, it is equally important that higher education institutions (HEIs) in Ireland are prepared and resourced to provide those tools. Since the late 1990s, Irish HEIs have developed access services aimed at supporting under-represented student groups. Irish HEIs have continued to evolve access services and their roles, expanding to include outreach, transition, and post-entry supports through the National Access Plan. This underpins equity of access to higher education as a fundamental principle of Irish education policy.
But why does this matter? Why should higher education institutions in Ireland prioritise access and equity in their student body? Beyond the moral imperative of addressing educational inequality, research highlights that a more educated workforce is Ireland’s greatest economic asset, and there is a need for more people to take up higher education to drive economic progress. Diverse learning environments prepare all students, regardless of background, for participation in a pluralistic society and a global workforce. Critically, institutions that value diversity are often better able to address systemic exclusion and work towards inclusive systems that go beyond simply accommodating differences, instead appreciating and responding to them as strengths.
Barriers that Access Services Face:
Despite their crucial role in advancing equity, access services in Irish higher education face significant structural challenges. One of the most pressing issues is the lack of core, sustainable funding to meet the needs of an increasingly diverse student body. This financial instability makes it difficult for access teams to plan strategically or expand supports in a meaningful, long-term way. Additionally, staffing remains limited, and precarious or short-term contracts have become common, contributing to turnover and increased pressure on existing personnel. Although widening participation is a national policy priority, little research has assessed the actual effectiveness of access structures, possibly due to a lack of collaboration and data-sharing across education levels, limiting evidence-based improvements. These challenges point to a deeper systemic issue, with the need not only for better resourcing and coordination but for a shift in how higher education values inclusion – which aligns with the ALL Institute’s systems-thinking approach to social change.
What does Access look like in Maynooth University?
At Maynooth University, access and inclusion are embedded in institutional practice through the work of the Maynooth Access Programme (MAP). MAP encourages under-represented groups, as shown below, to enter third level education and provides these groups with support through their time at Maynooth. These groups include under-represented school levers, mature students, students with disabilities, and members of the Irish Traveller community. MAP has taken a leadership role in developing national policy in the area of widening participation, embodying he values that underpin access work across the country.
Access services have become an essential part of Ireland’s higher education landscape, working to ensure that the doors to third-level education are not only open, but accessible and supportive for all students. As Ireland continues to diversify and the demand for inclusive education grows, the role of access services will only become more critical. While challenges remain, the commitment shown by initiatives like MAP demonstrates what is possible. The work championed by access services across Ireland aligns closely with the principles of ALL, serving as a powerful reminder that inclusive education is not simply a goal but a collective responsibility – one that ensures meaningful participation and opportunity for every student. Together, by continuing to listen, learn, and act with intention, we can build educational spaces where everyone truly belongs and thrives.
Authors: Sarah Hooney, Research Assistant in the Centre for Inclusive Higher Education, and Rachel McGettrick, PhD Student and Research Assistant in the Centre for Inclusive Higher Education.
