Supporting the Retention of Non-Traditional Students in Higher Education Using a Resilience Framework

Autor/inn/en	Cotton, Debby R. E.; Nash, Tricia; Kneale, Pauline
Titel	Supporting the Retention of Non-Traditional Students in Higher Education Using a Resilience Framework
Quelle	In: European Educational Research Journal, 16 (2017) 1, S.62-79 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
Schlagwörter	Nontraditional Students; College Students; Higher Education; School Holding Power; At Risk Students; Dropouts; Educational Policy; Academic Persistence; Resilience (Psychology); Foreign Countries; Scholarships; Financial Support; Money Management; Friendship; Family Relationship; Attendance; Extracurricular Activities; Social Support Groups; United Kingdom + Suchen Sie Ihr Suchwort? Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Ausland; Scholarship; Stipendium; Finanzielle Förderung; Freundschaft; Anwesenheit; Außerunterrichtliche Aktivität; Social support; Soziale Unterstützung; Großbritannien
Abstract	Student drop-out in higher education is an increasingly important issue across Europe, but there are substantial disparities between countries and institutions which suggest that variations in policies and practices may influence student retention and success. Numerous schemes have been devised to increase student retention, frequently focusing on non-traditional groups. Retention efforts include scholarships and bursaries, enhanced monitoring and support measures, and specialist teams of staff or peer mentors. Theoretical understanding of the withdrawal of non-traditional students typically draws on social and cultural capital concepts (Bourdieu, 1986), which may have led to a rather deterministic approach to student success. Research with non-traditional students on two distinct but related projects at a UK university led us to consider the concept of resilience in helping to understand student retention and success. This paper discusses the concept of resilience and--drawing on our experiences of using a resilience framework for analysis of risk and protective factors in these two projects--considers how it might be of use in supporting student retention in the wider European context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01