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ERIC Number: EJ1234549
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
What (and Who) Works in Widening Participation? Supporting Direct Entrant Student Transitions to Higher Education
Breeze, Maddie; Johnson, Karl; Uytman, Clare
Teaching in Higher Education, v25 n1 p18-35 2020
This article considers support programmes for direct entrant (DE) student transitions as a widening participation strategy. We reflect upon one induction and support project with 27 students transitioning from further education into the second year of undergraduate social science degree programmes in a Scottish university. We use focus group data to discuss "what" works (barriers to successful transitions, project successes and limitations) and primarily "who" works; how responsibility for supporting DE student transitions is distributed and which students benefit. Original findings confirm existing evidence that becoming an 'independent learner' is a challenge for DE students. However, analysis problematizes and significantly expands existing understandings of relationships with staff and peer support, and contributes new insight into how the materiality and everyday logistics of the university relate to DE student transitions. We argue for more institutionally embedded approaches to supporting student transitions, including resourcing academic staff to develop and provide this support.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A