To walk invisible: distance students in a dual-mode university

Abstract

This paper argues that dual mode provision has a critical role to play in widening participation. The mixed methods study drew on institutional records, an online survey (n = 126) and 17 semi-structured interviews to explore the participation experience of a group of distance graduates (n = 268) from a dual mode university. Derived from the theories of Bourdieu, a social reproduction framework was employed, using the concepts of habitus, field and capital. Findings indicate that graduates shared a predominantly working class background. They chose a dual mode university as they did not want their degree seen in any way as different from those of conventional university graduates. During their participation they experienced a sense of belonging to their peer group, but not to the university. They perceived themselves to have been less important to the university than full-time students and felt excluded from institutional supports. Implications for dual mode provision are drawn from the findings.