What (and who) works in widening participation? Supporting direct entrant student transitions to higher education
Breeze, Maddie and Johnson, Karl and Uytman, Clare (2018) What (and who) works in widening participation? Supporting direct entrant student transitions to higher education. Teaching in Higher Education. ISSN 1356-2517 (https://doi.org/10.1080/13562517.2018.1536042)
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Abstract
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.
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Item type: Article ID code: 65567 Dates: DateEvent9 November 2018Published26 September 2018AcceptedSubjects: Education Department: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
Strategic Research Themes > Society and PolicyDepositing user: Pure Administrator Date deposited: 27 Sep 2018 14:33 Last modified: 25 Oct 2024 00:25 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/65567