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dc.contributor.authorBreeze, Maddieen
dc.contributor.authorJohnson, Karlen
dc.contributor.authorUytman, Clareen
dc.date.accessioned2018-11-30T14:35:41Z
dc.date.available2018-11-30T14:35:41Z
dc.date.issued2018-11-09
dc.identifier.citationBreeze, M., Johnson, K. & Uytman, C. (2020) What (and who) works in widening participation? Supporting direct entrant student transitions to higher education. Teaching in Higher Education, 25(1), pp. 18-35.en
dc.identifier.issn1470-1294en
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/9093
dc.identifier.urihttps://doi.org/10.1080/13562517.2018.1536042
dc.description.abstractThis 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.en
dc.format.extent18-35
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.ispartofTeaching in Higher Educationen
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 9 November 2018, available online: https://doi.org/10.1080/13562517.2018.1536042
dc.subjectHigher Education
dc.subjectWidening Access and Participation
dc.subjectStudent Transitions
dc.subjectDirect Entrants
dc.titleWhat (and who) works in widening participation? Supporting direct entrant student transitions to higher educationen
dc.typeArticleen
dcterms.accessRightsrestricted
dcterms.dateAccepted2018-09-26
dc.date.updated2019-12-12
dc.description.volume25
dc.contributor.sponsorThis work was supported by Queen Margaret University and their internal Widening Student Participation and Retention (WISeR) board.
dc.description.ispublishedpub
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2018-11-09
refterms.dateEmbargoEnd2020-05-09
refterms.dateFCA2018-11-09
refterms.dateFCD2018-11-30
refterms.depositExceptionNAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorUytman, Clareen
qmu.authorJohnson, Karl
qmu.centreCentre for Applied Social Sciencesen
dc.description.statuspub
dc.description.number1
refterms.versionAMen
refterms.dateDeposit2018-11-30


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