John Whitcher

I am a PhD researcher and lecturer at the University of South Wales, specialising in educational policy with a particular focus on the regulation and delivery of Access to Higher Education (HE) provision in Wales. My academic and professional background spans both further and higher education, with substantial expertise in teaching and assessing Health and Social Care, human anatomy and physiology, and pathophysiology. I am also a registered adult nurse and with experiance of workimg across Emergency and Critical Care sectors within the NHS, which enables me to bring a unique interdisciplinary perspective to my academic work. My scholarly activities are driven by a commitment to widening participation, social justice, and the enhancement of equitable educational pathways for non-traditional learners.

My research explores the regulatory and policy frameworks that underpin Access to HE provision in Wales. My doctoral thesis critically investigates whether existing mechanisms are fit for purpose in meeting the educational demands of the 21st century, particularly in the context of devolution, curriculum reform, and shifting learner demographics. Through a two-phase qualitative study involving interviews with Access practitioners and strategic stakeholders, I examine key themes including funding models, curriculum design, regulatory oversight, and Welsh language integration. This research aims to contribute to theoretical, empirical, and policy discussions about the future of post-compulsory education in Wales.

As part of a dissemination activity I have recently submitted evidence to the Welsh Parliament’s inquiry on Routes into Post-16 Education and Training. Early research findings highlight critical gaps in funding for learners under the age of 19, inconsistencies in assessment standards, and the need for a more coherent regulatory framework aligned with the establishment of the Commission for Tertiary Education and Research (CTER). I am actively engaged in disseminating his findings across academic, professional, and policy-making audiences and seeks to influence future educational strategies that foster inclusivity, adaptability, and parity of esteem for Access qualifications.