Mountford-Zimdars, A, Moore, J, Banerjee, P, Myhill, D (2019) Evaluating the Standards of Outreach: Final project report and self-assessment toolkit for the Office for Students. Office for Students. Available here
Moore, J and Mountford-Zimdars, A. (2018) Putting Fairness in Context: Using data to widen access to higher education. Fair Education Alliance. Available here
Moore, J, Higham, L, Sanders, S, Jones, S, Candarli*, D, Mountford-Zimdars, A. (2017) Evidencing teaching excellence: Analysis of the Teaching Excellence Framework (TEF2) provider submissions, Higher Education Academy. Available here
Moore, J., Mountford-Zimdars, A., Higham, L. (2017) An evaluation of King's Extended Medicine Programme, Final Report commissioned report King's College London Medical School.
Mountford-Zimdars, A., Sanders, J., Moore, J., (2017) Teaching Excellence in the Humanities and Social Sciences, Interim Report for the British Academy.
Dent, S., Burke, C. and Mountford-Zimdars, A. (eds), Theory of Change Handbook, forthcoming 2022
Elliot Major, L The Good Parent Educator: What every parent should know about their children's education, John Catt Educational Ltd (2021) Available here
Banerjee P (eds)(2019). Transitions from Vocational Qualifications to Higher Education: Examining Inequalities. UK, Emerald Publishing Limited. Abstract. Available here
Banerjee PA (2018). Driving change, Breaking barriers: Towards developing an inclusive and skilled workforce in STEM. , Sense Publishers.
Mountford-Zimdars, A and Bastedo, M. (2021) Moving towards more holistic assessment: Selective admissions in the US and England at the brink of the 2020s, in Cote, J., and Pickard, S. (eds) The Routledge Handbook of the Sociology of Higher Education (2nd edition). Routledge. Available here
Moore, J., Cotterill, V., Davey, A., Mountford-Zimdars, A. (2021) Using Theory of Change to enhance evaluation and evidence, in Dent, S., Burke, C. and Mountford-Zimdars, A. (eds.) Theory of Change: Debates and Applications in Access and Participation in Higher Education, Emerald Publishing.
Sanders, J, Moore, J, Mountford-Zimdars, A (2020) Operationalising Teaching Excellence in French, Amanda and Carruthers Thomas, Kate (eds) Class, Gender, Race and the Teaching Excellence Framework. Emerald Publications. Available here
Sanders, J, Moore, J, Mountford-Zimdars, A (2020) From ‘a virtuous and moral enterprise’ to ‘sheep-dipping’: a critical review of the literature of teaching excellence in French, Amanda and Carruthers Thomas, Kate (eds) Class, Gender, Race and the Teaching Excellence Framework. Emerald Publications. Available here
Mountford-Zimdars, A. (2020) ‘Admissions’ in Marilyn Amey and Miriam David and (eds) The SAGE Encyclopedia of Higher Education, SAGE. Available here
Mountford-Zimdars, A, (2018) ‘Access to postsecondary education’, in Delisle, Jason D. and Usher, Alex (eds) (2018), International Perspectives in Higher Education: Balancing Access, Equity, and Cost. Cambridge, MA: Harvard Education Press. Available here
Mountford-Zimdars, A, (2017) ‘Is contextualised admissions the answer to the access challenge?’, in Mountford-Zimdars, A and Harrison, N (eds) (2016) Fairness in access to post-secondary education, Routledge – SRHE higher education series.
Peer reviewed articles and additional materials:
Elliot Major, L and Jennie Miles Weiner, Rethinking social mobility in education: looking through the lens of professional capital, Journal of Professional Capital and Community, (2021) Available here
Elliot Major, L & Andrew Eyles & Stephen Machin, (2021) Unequal learning and labour market losses in the crisis: consequences for social mobility, CEP Discussion Papers dp1748, Centre for Economic Performance, LSE. Available here
Clement, N. Davies, S, Mountford-Zimdars, A. (2021) How professionalization of outreach practitioners could improve the quality of evaluation and evidence: A proposal, Policy and Practice in Higher Education.
Koutsouris, G., Mountford-Zimdars, A. Dingwall, K*. (2021), From the ‘ideal student’ to the ‘ideal institution’: challenging our pre-conceptions about what it means to be a higher education student, Post-secondary education
Murray, C*., Mountford-Zimdars, A., Mattick, K. (in print 2021) Which disadvantaged students study medicine? Retrospective analysis of an outreach scheme, Health Reports
Boliver V, Banerjee P, Gorard S, Powell M (2021). Reconceptualising fair access to highly academically selective universities. Higher Education Abstract
Barone C, Barg K, Ichou M (2021). Relative risk aversion models: How plausible are their assumptions?. Rationality and Society, 33(2), 143-175. Abstract
Watson, A., Venner,S., Mountford-Zimdars, A. (2021) Teaching English when Schools are Closed: experiences and lessons learnt for the future, BERA Project Report, forthcoming
Watson, A., Venner,S., Mountford-Zimdars, A. (2021) How can we best teach English when Schools are Closed?, BERA blog, forthcoming
Mountford-Zimdars, A. and Banerjee, P. (2021) The Social Mobility Index (SMI): A welcome and invitation to debate from the Exeter Centre for Social Mobility 11 March 2021. Available at: https://srheblog.com/2021/03/11/the-social-mobility-index-smi-a-welcome-and-invitation-to-debate-from-the-exeter-centre-for-social-mobility/
Mountford-Zimdars, A, Moore, J, Shiner, R.** (2020) : A Striving to close participation gaps in higher education: how quadrangulation “policy-users-stakeholders-researchers” has created a new approach to evidence and evaluation, under review for a special issue of the Journal of widening participation and lifelong learning
Mountford-Zimdars, A and Moore, J (2020) Identifying merit and potential beyond grades: Opportunities and challenges in using contextual data in undergraduate admissions at nine highly selective English universities. Oxford Review of Education
Barg, K, Benham-Clarke, S*, Mountford-Zimdars, A (2020) Investigating the imagination of possible and ‘like-to-avoid’ selves among higher education students from different socioeconomic backgrounds at a selective English university, Social Sciences, Open access publication
Elliot Major L, Banerjee PA (2020). Social mobility and elite universities. Higher Education Policy Institute, HEPI policy note 20
Barone C, Barg K, Ichou M (2021). Relative risk aversion models: How plausible are their assumptions?. Rationality and Society, 33(2), 143-175. Abstract.
Barg K, Benham-Clarke S, Mountford-Zimdars A (2020). Investigating the Imagination of Possible and ‘Like-to-Avoid’ Selves among Higher Education Students from Different Socioeconomic Backgrounds at a Selective English University. Social Science
Merrett, J., Mountford-Zimdars, A (06.11.2020) Submission of Written evidence to the Education Committee's inquiry: Home Education, to be published:
Merrett, J., Richards, M, Mountford-Zimdars, A (21.07.2020) Submission of Written evidence to the Education Committee's inquiry: The impact of COVID-19 on education and children’s services, published 08.09.2020 Available here
Mountford-Zimdars, A. (2020) Corona an britischen Hochschulen: Eine Krise mit Chancen, 02.07.2020, Gewerkschaft Erziehung und Wissenschaft. Available here
Mountford-Zimdars, A. (2020) If overseas students stay away, universities can enrol more disadvantaged people, July 2nd 2020, Guardian. Available here
Mountford-Zimdars, A. and Alberici, L. (2020) The show goes on for Academic Professional Apprenticeships: A celebration of the first Research Pathway Endpoint Assessment, SEDA Blog, published 30.06.2020. Available here
Albuquerque, R., Dunnett, S., Hayton, A. McCaig, C. Mountford-Zimdars, A. , authors alphabetically listed (2020) Why and how the post-Covid world could offer more opportunities for widening participation in England, HEPI blog (16.06.2020) Available here
Yildirim, H. and Mountford-Zimdars, A. (2000) Lessons for adapting home learning from parents with children with special educational needs, BERA blog, 8 June 2020. Available here
Mountford-Zimdars, A. (2020) Widening Participation practitioners won’t let COVID-19 closures stop them from delivering HE access activities. Centre for Education Policy and Equalising opportunities (CEPEO) at UCL, , 26.05.2020. Available here
Koutsouris, G. and Mountford-Zimdars, A. (2020), Exploring the Hidden Curriculum with students, Race Equality Recipe Cookbook, SEDA.
Yeeles, P., Baars, S., Mulcahy E., Shield, W. and Mountford-Zimdars, A. (2020) Assessing the early impact of school and college closures on students in England, Centre for Social Mobility, University of Exeter, Working Paper (04.06.2020).
Mountford-Zimdars, A., Baars, S., Denny, K., Fujita, T., Shield, W. (02.06.2020) Submission of Written evidence to the Education Committee's inquiry: The impact of COVID-19 on education and children’s services, published 24.06.2020. Available here
Mountford-Zimdars, A and Moore, J (2020) Safety, food and well-being are a greater concern than attainment: The views from university widening participation staff in the context of Covid-19, Centre for Social Mobility, University of Exeter, Working Paper.
Mountford-Zimdars, A. and McCaig, C. (2020) How literature puts a spark into university access debates, SRHE Blog, 9 March 2020
Mountford-Zimdars, A., and Sinclair, N. (2020) A celebration of women’s day at the University of Exeter: Celebrating achievement from our staff. University of Exeter.
Mountford-Zimdars, A. and Sinclair, N. (2020) A joint practitioner-academic approach to enhance equity in higher education: A case study from the University of Exeter, Occasional Paper, CEEHE, Newcastle, Australia
Mountford-Zimdars, A, Moore, J, and Higham, L (2019)What is the current state of debate around the use of contextualised admissions for undergraduate admissions? A review of the current stakeholder perspective. Perspectives: Policy and Practice in Higher Education.; republished on the Association of University Administrators website (AUA)
Grim, J, Moore-Vissing*, Q, Mountford-Zimdars, A (2019) A Comparative Study of the Factors Shaping Postsecondary Aspirations for Low-Income Students in Greater Boston and Greater London. British Journal of Sociology of Education, pp. 1-19; 10.1080/01425692.2019.1604208.
Barg K (2019). An analysis of social class differentials in parent-initiated contact with teachers. British Journal of Sociology of Education, 40(3), 289-308. Abstract. Available here
Klein M, Barg K, Kühhirt M (2019). Inequality of Educational Opportunity in East and West Germany: Convergence or Continued Differences?. Sociological Science, 6, 1-26. Abstract. Available here
Baker W, Barg K (2019). Parental values in the UK. British Journal of Sociology, 70(5), 2092-2115. Abstract. Available here
Kenedi, G and Mountford-Zimdars, A (2018) Does educational expertise matter for PVCs Education? A UK study of PVCs educational background and skills, Journal of Higher Education Policy and Management.
Gaulter, J and Mountford-Zimdars, A (2018) The power of ‘unrecognizable habitus’: inclusion and exclusion among ten British low-SES students abroad, British Journal of Sociology of Education. Available here
Banerjee PA (2018). Widening participation in higher education with a view to implementing institutional change. Perspectives: Policy and Practice in Higher Education, 22(3), 75-81. Abstract. Available here
Barg K (2018). Why are middle-class parents more involved in school than working-class parents?. Research in Social Stratification and Mobility, 59(1), 14-24. Abstract. Available here
Gordon, C and Mountford-Zimdars, A. (2018) Diversity and Inclusion in higher education: Sharing experiences and best practice, Educational Developments, Staff and Educational Development Association (SEDA), 17.2 pp 19-21; ISBN: 978-1-902435-62-6.
Brown, K. and Mountford-Zimdars, A. (2017) Exploring academic hiring and life in humanities and social sciences at an English research university through a PhD students-as-partners project, Studies in Graduate and Postdoctoral Education
Banerjee P (2017). Assessing the impact of STEM initiatives in improving educational outcomes – have they worked?. BERA blog. Available here
Banerjee PA (2017). Context and Implications Document. Review of Education
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?. Review of Education, 5(2), 202-224. Abstract. Available here
Banerjee P (2017). Which are the most suitable contextual indicators for use in widening participation to HE?. Available here