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The English sector is characterised by an expanding and increasingly differentiated set of higher education providers (HEPs) and an ever-more diverse student body. As a consequence, HEPs are as differentiated in their widening participation (WP) approaches as they are in every other aspect of the business of HE, and this has led to tensions between why and how they should go about the business of WP. Are HEPs driven by the desire to enhance social justice or merely responding to regulatory pressure? This chapter discusses how changing market regulatory regimes have interreacted with, and often conflicted with, institutional missions as they try to respond to the dual policy imperatives discussed in earlier chapters: the economic, human capital expansionary dynamic and the desire to enhance social justice through access to the HE system.

Over the past decade, the number of people engaging with social media has grown rapidly. This means that social media platforms such as Twitter and Facebook are potentially good sources of rich, naturally occurring data. As a result, a growing number of researchers are utilizing these platforms for the collection of data on any number of topics. To date, no consistent approach to the ethics of using social media data has been provided to researchers in this sphere. This chapter presents research that has developed an ethics framework for the use of researchers working with social media data. The chapter also presents the framework itself and guidance on how to use the framework when conducting social media research. A full report can be accessed on: http://www.abdn.ac.uk/socsci/research/new-europe-centre/information-societies-projects-225.php