Access practitioners in Irish Higher Education: a national mixed-methods study of role, identity and vision

Access practitioners are central to widening participation and inclusion in Irish higher education, yet their work remains under-examined. This article presents findings from a national mixed-methods study comprising a survey ( n =121) and three World Cafés with practitioners ( n =54) across fourteen Higher Education Institutions (HEIs). Access practitioners are primarily motivated by social justice commitments and lived experience, and describe a relational, agile practice that spans outreach, student support, advocacy and institutional change. Key challenges include short-term and inflexible funding, administrative burden, ‘role creep and limited formal recognition. Research participants report increasing complexity of student need and emotional labour with risks of burnout. Research participants articulate a future that embeds a whole-of-institution approach to access, sustained funding and supervision structures, and formal professional development and recognition including a professional body and accredited training. Clearer role definition, sector-level professionalisation debates and institutional governance mechanisms that move access from departmental responsibility to shared institutional practice are warranted.