Academic Identity, Confidence and Belonging: The Role of Contextualised Admissions and Foundation Years in Higher Education

Autor/inn/en	O'Sullivan, Katriona; Bird, Niamh; Robson, James; Winters, Niall
Titel	Academic Identity, Confidence and Belonging: The Role of Contextualised Admissions and Foundation Years in Higher Education
Quelle	In: British Educational Research Journal, 45 (2019) 3, S.554-575 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3513
Schlagwörter	Self Esteem; Sense of Community; Higher Education; Foreign Countries; College Students; Student Attitudes; Longitudinal Studies; Student Participation; College Admission; Access to Education; Identification; Comparative Analysis; Ireland; United Kingdom (England) + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hochschulzugang; Hochschulzulassung; Zulassung; Education; Access; Bildung; Zugang; Bildungszugang; Identifikation; Identifizierung; Irland
Abstract	This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in "selective" Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students' experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students' sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students' sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be 'more disadvantaged' than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01