Susan McGrath
Susan began her career with teaching and management roles in further and adult education in both rural and inner-city locations, a breadth of experience that amply demonstrated the sharp contrasts in educational opportunities. Moving into the HE sector she found that inequalities in access to information and advice could have a stronger impact on university acceptance than qualifications. A decade of designing and evaluating successful widening participation initiatives showed her that the playing field could be levelled, prompting a career switch from management into research. Susan now divides her time between UP2UNI and the UCL Centre for Post-14 Education and Work, where she is an honorary research fellow.
Susan began her career with teaching and management roles in further and adult education in both rural and inner-city locations, a breadth of experience that amply demonstrated the sharp contrasts in educational opportunities. Moving into the HE sector she found that inequalities in access to information and advice could have a stronger impact on university acceptance than qualifications. A decade of designing and evaluating successful widening participation initiatives showed her that the playing field could be levelled, prompting a career switch from management into research. Susan now divides her time between UP2UNI and the UCL Centre for Post-14 Education and Work, where she is an honorary research fellow.
Peter Millen
Drawn to advice and guidance as a career by his failure to successfully access any, Peter has spent his working life helping people think about whether or not higher education is for them. After 29 years in the state secondary system combining chemistry teaching with post-16 advice and guidance, he moved into Higher Education, leading and managing a range of progression projects funded variously by the LSDA, the northwest LSCs, Aimhigher Northwest, and Aimhigher Greater Manchester. The unifying theme was support for practitioners who were being asked for HE advice, despite having no training for the role. Projects encompassed schools, colleges, and work-based learning providers, acknowledging the many routes to a career.
Drawn to advice and guidance as a career by his failure to successfully access any, Peter has spent his working life helping people think about whether or not higher education is for them. After 29 years in the state secondary system combining chemistry teaching with post-16 advice and guidance, he moved into Higher Education, leading and managing a range of progression projects funded variously by the LSDA, the northwest LSCs, Aimhigher Northwest, and Aimhigher Greater Manchester. The unifying theme was support for practitioners who were being asked for HE advice, despite having no training for the role. Projects encompassed schools, colleges, and work-based learning providers, acknowledging the many routes to a career.
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