Harrison, N. (in press) Patterns of participation in higher education for care-experienced students in England: why has there not been more progress? Awaiting publication in Studies in Higher Education.
Harrison, N. (in press) Students-as-insurers: rethinking ‘risk’ for disadvantaged young people considering higher education in England. Awaiting publication in Journal of Youth Studies.
Harrison, N. and K. Luckett (2019) Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education (Special Issue Editorial). Teaching in Higher Education 24(3): 259-271.
Harrison, N., S. Davies, R. Harris and R. Waller (2018) Access, participation and capabilities: theorising the contribution of university bursaries to students’ wellbeing, flourishing and success. Cambridge Journal of Education 48(6): 677-695.
Harrison, N. and R. Waller (2018) Challenging discourses of aspiration: the role of expectations and attainment in access to higher education. British Educational Research Journal 44(5): 914-938.
Harrison, N. (2018) Using the lens of ‘possible selves’ to explore access to higher education: a new conceptual model for practice, policy and research. Social Sciences 7(10), 209
Harrison, N. and C. McCaig (2017) Examining the epistemology of impact and success of educational interventions using a reflective case study of university bursaries. British Educational Research Journal 43(2): 290-309.
Harrison, N. and R. Waller (2017) Success and impact in widening participation: what works and how do we know? Higher Education Policy 30(2): 141-160.
Harrison, N. and R. Waller (2017) Evaluating outreach activities: overcoming challenges through a realist ‘small steps’ approach, Perspectives: Policy and Practice in Higher Education 21(2/3): 81-87.
Harrison, N. and S. Agnew (2016) Individual and social influences on students’ attitudes to debt: a cross-national path analysis using data from England and New Zealand. Higher Education Quarterly 70(4): 332-353.
D’Aguiar, S. and N. Harrison (2016) Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity. Journal of Education and Work 29(5): 584-613.
Harrison, N., D. James and K. Last (2015) Don’t know what you’ve got ‘til it’s gone? Skills-led qualifications, secondary school attainment and policy choices. Research Papers in Education 30(5): 585-508.
Harrison, N. and C. McCaig (2015) An ecological fallacy in higher education policy: the use, overuse and misuse of ‘low participation neighbourhoods’. Journal of Further and Higher Education 39(6): 793-817.
Harrison, N. (2015) Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence. Teaching in Higher Education 20(4): 412-430.
Harrison, N., S. Agnew and J. Serido (2015) Attitudes to debt among indebted undergraduates: a cross-national exploratory factor analysis. Journal of Economic Psychology 46: 62-73.
Harrison, N., R. Waller, F. Chudry and S. Hatt (2015) Towards a typology of debt attitudes among contemporary young UK undergraduates. Journal of Further and Higher Education 39(1): 85-107.
Waller, R., N. Harrison, S. Hatt and F. Chudry (2014) Undergraduates’ memories of school-based work experience and the role of social class in placement choices in the UK. Journal of Education and Work 27(3): 323-349.
Harrison, N. (2013) Modelling the demand for higher education by local authority area in England using academic, economic and social data. British Educational Research Journal 39(5): 793-816.
Harrison, N. (2012) The mismeasure of participation: how choosing the ‘wrong’ statistic helped seal the fate of Aimhigher. Higher Education Review 45(1): 30-61.
Harrison, N. and S. Hatt (2012) Expensive and failing? The role of student bursaries in widening participation and fair access in England. Studies in Higher Education 37(6): 695-712.
Harrison, N. (2012) Investigating the impact of personality and early life experiences on intercultural interaction in internationalised universities. International Journal of Intercultural Relations 36(2): 224-237.
Harrison, N. (2011) Have the changes introduced by the 2004 Higher Education Act made higher education admissions in England wider and fairer? Journal of Education Policy 26(3): 449-468.
Harrison, N. and F. Chudry (2011) Overactive, overwrought or overdrawn? The role of personality in undergraduate financial knowledge, decision-making and debt. Journal of Further and Higher Education 35(2): 149-182.
Harrison, N. and N. Peacock (2010) Cultural distance, mindfulness and passive xenophobia: using Integrated Threat Theory to explore home higher education students’ perspectives on ‘internationalisation at home’. British Educational Research Journal 36(6): 877-902.
Harrison, N. and S. Hatt (2010) Knowing the ‘unknowns’: investigating the students whose social class is not known at entry to higher education. Journal of Further and Higher Education 33(4): 347-357.
Harrison, N. and S. Hatt (2010) ‘Disadvantaged learners’: who are we targeting? Understanding the targeting of widening participation activity using geo-demographic data from Southwest England. Higher Education Quarterly 64(1): 65-88.
Peacock, N. and N. Harrison (2010) ‘It’s so much easier to go with what’s easy’: ‘mindfulness’ and the discourse between home and international students in the UK. Journal of Studies in International Education 13(4): 487-508.
Harrison, N. and S. Hatt (2009) ‘Targeting disadvantaged learners’: will we really narrow the social class gap in participation by targeting our most deprived communities first? Journal of Access Policy and Practice 6(2): 61-80.
Harrison, N., A. Baxter and S. Hatt (2007) From opportunity to OFFA: discretionary bursaries and their impact on student finance, academic success and institutional attachment. Journal of Access Policy and Practice 5(1): 3-21.
Harrison, N. (2006) The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal. Journal of Further and Higher Education 30(4): 377-391.
Hatt, S., A. Baxter and N. Harrison (2003) The new widening participation students: moral imperative or academic risk? Journal of Access Policy and Practice 1(1): 16-31.
Harrison, N., K. Vigurs, J. Crockford, C. McCaig, R. Squire and L. Clark (2018) Understanding the evaluation of access and participation outreach interventions for under 16 year olds. Bristol: Office for Students.
Harrison, N. (2017) Moving on up: care leavers and care-experienced students pathways into and through higher education. Winchester: National Network for the Education of Care Leavers.
McCaig, C., N. Harrison, A. Mountford-Zimdars, D. Moore, U. Maylor, J. Stevenson, H. Ertl and H. Carasso (2016) Closing the gap: understanding the impact of institutional financial support on student success. Bristol: Office for Fair Access.
Harrison, N. and R. Waller (2015) The evaluation of widening participation activities in higher education: a survey of institutional leaders in England. Bristol: University of the West of England.
Waller, R., N. Harrison and K. Last (2015) Building a culture of participation: interviews with the former directors of the national Aimhigher programme. Bristol: University of the West of England.
Harrison, N. (2014) How local communities influence the demand for Higher Education. London: British Educational Research Association.
Harrison, N., D. James and K. Last (2012) The impact of the pursuit of ASDAN’s Certificate of Personal Effectiveness (CoPE) on GCSE attainment. Bristol: ASDAN.
Bloxham, J., K. Eade, N. Harrison and N. Peacock (2009) Discussing difference, discovering similarities: a toolkit of learning activities to improve cross-cultural exchange between students of different cultural backgrounds. London: UK Council for International Student Affairs.
Raphael Reed, L., C. Croudace, N. Harrison, A. Baxter and K. Last (2005) Young participation in higher education: a sociocultural study of educational engagement in Bristol South parliamentary constituency. Bristol: Higher Education Funding Council for England.
Mountfield-Zimdars, A. and N. Harrison (eds.) (2017) Access to higher education: theoretical perspectives and contemporary challenges. Abingdon: Routledge.
Harrison, N. (2017) Patterns of participation in a period of change: social trends in English higher education from 2000 to 2016, in R. Waller, N. Ingram and M. Ward (eds.) Higher education and social inequalities: university admissions, experiences, and outcomes. Abingdon: Routledge.
Harrison, N. (2017) Student choices under uncertainty: bounded rationality and behavioural economics, in A. Mountford-Zimdars and N. Harrison (eds.) Access to higher education: theoretical perspectives and contemporary challenges. Abingdon: Routledge.
Harrison, N. (2016) Global activists, global workers or home aloners: understanding the challenges of internationalisation at home when creating global citizens, in S. Kirk, C. Newstead, R. Gann and C. Rounsaville (eds.) Internationalising the curriculum: internationalisation at home and engaging academic staff. Nottingham: Nottingham Trent University.
Harrison, N. and N. Peacock (2010) Interactions in the international classroom – the UK student perspective, in E. Jones (ed.) Internationalisation and the student voice. London: Routledge.
Harrison, N. (2019) Care leavers in higher education: how many are there and why does it matter? LSE British Politics and Policy blog, 11th January
Harrison, N. and R. Waller (2019) A lack of aspiration is not the problem, WonkHE, 11th January
Harrison, N. and R. Waller (2018) Aspirations, expectations and rethinking outreach, British Educational Research Association blog, 18th December
Harrison, N. (2018) The art of the possible: supporting progression to higher education, BRIDGE, 12th November
Harrison, N. (2018) Joining up the dots – why data analysis is vital in understanding and supporting care experienced young people, CELCIS, 13th September
Harrison, N. (2018) Encouraging care leavers into higher education, WonkHE, 19th January
Harrison, N. (2017) Why evaluate?, University of Sheffield Widening Participation Research and Evaluation Unit blog, 18th November