A Typology of Student Diversity and an Inclusive Student Learning Support System: Insights for Higher Education

Autor/in	Lim, Weng Marc
Titel	A Typology of Student Diversity and an Inclusive Student Learning Support System: Insights for Higher Education
Quelle	In: Educational Practice and Theory, 42 (2020) 1, S.81-87 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
DOI	10.7459/ept/42.1.06
Schlagwörter	Higher Education; College Students; Inclusion; Student Diversity; Personal Autonomy; Anxiety; Student Motivation; Student Behavior; Student Experience; Dropouts; Adult Students; Indigenous Populations; Low Income Students; Foreign Students + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Inklusion; Individuelle Autonomie; Angst; Schulische Motivation; Student behaviour; Schülerverhalten; Studienerfahrung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Sinti und Roma
Abstract	Higher education today is characterized by a highly diversified student population. This, in turn, calls for greater inclusivity in higher education. To answer this call, this paper introduces a typology of student diversity in, and an inclusive student learning support system for, higher education. More specifically, the typology of student diversity suggests that students in higher education may comprise of adults, school leavers, indigenous students, low socio-economic background students, and international students. The typology explains each student classification in detail using five relevant factors, namely autonomy, anxiety, motivation, discipline, and life experience. Finally, the paper offers some pertinent insights to create an inclusive student learning support system for higher education based on the insights derived from the typology of student diversity in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01