What (and Who) Works in Widening Participation? Supporting Direct Entrant Student Transitions to Higher Education

Autor/inn/en	Breeze, Maddie; Johnson, Karl; Uytman, Clare
Titel	What (and Who) Works in Widening Participation? Supporting Direct Entrant Student Transitions to Higher Education
Quelle	In: Teaching in Higher Education, 25 (2020) 1, S.18-35 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1536042
Schlagwörter	Access to Education; Higher Education; College Attendance; Undergraduate Students; Program Descriptions; Social Sciences; Foreign Countries; Student Adjustment; Barriers; Continuing Education; Independent Study; Teacher Student Relationship; College Faculty; Peer Relationship; Workshops; Academic Ability; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Weiterbildung; Selbststudium; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Peer-Beziehungen; Lernwerkstatt; Schulung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01