What (and who) works in widening participation? Supporting direct entrant student transitions to higher education

Maddie Breeze, Karl Johnson, Clare Uytman

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.
LanguageEnglish
JournalTeaching in Higher Education
DOIs
Publication statusPublished - 9 Nov 2018

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participation
education
student
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university
further education
induction
social science
logistics
responsibility
evidence
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Keywords

  • higher education
  • direct entrants
  • student transitions
  • widening access and participation

Cite this

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What (and who) works in widening participation? Supporting direct entrant student transitions to higher education. / Breeze, Maddie; Johnson, Karl; Uytman, Clare.

In: Teaching in Higher Education, 09.11.2018.

Research output: Contribution to journalArticle

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