Widening participation and the role of social motivation in students' transitional experiences in higher education
Year: 2009
Type: other
Abstract: Goals are important to motivation although multiple goals, e.g.academic and social, can lead to conflicting priorities which are influenced by students" diverse identities and life contexts.A shift was noted to a less instrumental (to get a better or betterpaid job) approach to gaining a degree both as students progressed through their courses and with age.Students are faced with multiple transitions within and beyond the university, depending on their life circumstances.These included sexuality, partnerships, moving out of or away from home, and adjustment to a significantly less regulated pattern of study.The diverse "university experience" of the students in this study was judged by them against traditional notions of youthful student life with free time, partying, academic debate and greater independence.Transitions are not simple, linear affairs, nor are they easy to define in clear and meaningful ways.For example, becoming a more independent learner is seen as an important transition although arguably the best independent learners make better use of social resources rather than becoming more separated or isolated. CONCLUSIONStudents vary considerably in their experiences of the transition to and through university.Developing confidence, enjoying their chosen course, benefiting from supportive staffstudent relations, and making new friends characterised positive adjustment.Notwithstanding, a shift from a highly regulated to a less regulated system, variation in living arrangements, a lack of social spaces on campus, and diversity in terms of students" ages, ethnicity and life experiences were all implicated in different transitional experiences. RECOMMENDATIONSFurther development of initiatives already put in place is recommended.Broadly these are: More, and more various, social and academic activities suitable for a diverse body of students in terms of academic background, interests and life-styles Further opportunities for staff-student interaction so that all students feel valued and supported that can assist with scaffolding students, for example, more interactive sessions and fewer lectures in the first year of study Emphasis on academic support to match the existing high levels of pastoral support EDRG to initiate a research project seeking open dialogue with tutors to better understand how they understand and facilitate transition.Work within schools and colleges, particularly those in the Sussex Liaison and Progression Accord scheme, to prepare students for transition to higher education
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1962499035