Abstract
This case study presents and interprets two data sets – interviews and line drawings – about barriers to learning in the HE context, as seen from the student perspective. Eleven undergraduate students participated in this exploratory study, which took place at a United Kingdom higher education (HE) institution. The findings help reveal to the reader the lived experiences of students and present opportunities to consider intervention practices that can be used to support student transition from further education (FE) into HE. This case study also discusses how to collect and use this mixed data set and highlights how employing this method promotes student voice. Researchers may find that the approach may be applicable to their own project design.
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