Participation In Higher Education Research Articles

Identity Statuses among Kuwaitis

The present study investigated the identity statuses: Achievement, moratorium, foreclosure, and diffusion, and their ideological and relational aspects in samples of Kuwaiti adolescents, youth, and adults (N=3621 aged between 12 and 64 years; 1159 (or 32%) males, and 2462 (or 68%) females; and 2945 (or 81.3%) aged 24 years and younger, and 676 (or 18.7%) aged 25 years and older. By using an Arabic version of Bennion’s and Adams’ Extended Objective Measure of Ego Statuses – 2 (EOMES – 2). Results showed that a) 18.8%, 16.0%, 20.5%, and 17.3% of Kuwaiti participants were classified as identity achieved, moratorium, foreclosed or diffused, respectively. B) Males, compared with their female counterparts, scored significantly higher on Achievement and Foreclosure, and their ideological and relational aspects. No significant differences have been found between the two sexes on Moratorium and Diffusion and their ideological and relational components. c) Younger subjects, compared with older ones, scored significantly higher on Moratorium, Foreclosure and Diffusion, and lower on Achievement. d) Higher educated participants, compared with lower educated ones- scored higher on Achievement and Moratorium and lower on Foreclosure and Diffusion. e) Participants with literature, social and humanitarian backgrounds were significantly higher on Moratorium and Foreclosure identity statuses, compared with participants with sciences and technology backgrounds. No significant differences have been found between the two groups concerning their performance on Achievement and Diffusion. Results of the present study came in line with results of Arab and non -Arab previous studies. The possibility of application of the results in practical fields were discussed and suggestions for further research were provided.

The early labour-market returns to upper secondary qualifications track in England

We explore the early labour-market returns to following the academic track (such as A levels) rather than the vocational track (for example, NVQs) in upper secondary education in England. England is an interesting country case because students are ‘free to choose’ which upper secondary track they follow, unlike to many other European countries where standardised tests and teachers’ recommendations play a much larger role. We draw on data from the longitudinal survey Next Steps and register data from the National Pupil Database. We consider occupational social class and net disposable income at age 25 as early labour-market outcomes to explore to what extent the upper secondary qualification track has a net influence on them, controlling for pre-track measured ability, relevant socio-demographic characteristics and higher education participation. Our results show that following the academic track in upper secondary education is associated with higher chances of being employed in a service class occupation at age 25, compared to those with vocational upper secondary qualifications or no upper secondary qualifications at all. Subsequent participation in (prestigious) universities further improves the chances of service class membership. Interestingly, there does not seem to be a differentiated effect of following the academic rather than the vocational track by socio-economic status, except for those that did not subsequently attend university. Unlike access to service class occupations, we find no net effect of upper secondary track on disposable income at age 25 after controlling for prior attainment at GCSE and subsequent participation in higher education.

Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds

As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilationist and deficit-based views of student identities in addressing factors at multiple levels of their sociocultural contexts. Building from the evidence, recommendations emphasize committing financial resources to allow for full access and participation in higher education. Also, specific faculty practices and development opportunities can enhance teaching. Finally, community emerges as a central theme; recommendations enhance student connections within and beyond the college environment.

Nature and Trend of Female Participation in Higher Education in Assam: A Case Study of Gauhati University

Higher education plays a crucial role in socio-economic transformation of a country. At present the rate of female participation in higher education has been increasing, especially in the urban and sub-urban areas of the State Assam. But this scenario is very much disheartening in the State’s rural areas. Very recently, some new universities have been established in Assam which makes the rate of female participation in higher education increased. However, the involvement of female in different technical and job oriented courses is still lagging behind. The present study is therefore an attempt to analyse the trend and pattern of women participation in different faculties of Gauhati University and also to investigate the socio-cultural factors behind the low rate of female participation in some particular faculties. The study is based on secondary data collected from the office of the university.

Female Professors Developing Intellectual Leadership in Hong Kong

Women scholars’ participation in higher education has been on the rise, but many obstacles (e.g., the gendered academic and cultural bias) are still in their way of academic advancement. Intellectual leadership in universities constitutes the key competence for academics. It implies faculty members’ capacity to influence the innovation of science and technology, the growth of institutions, the changes in society and culture. Compared with women’s formal leadership in academia, little is known about their development of intellectual leadership. This doctoral project applied the multiple-case study of twenty-two female full professors in Hong Kong. An integrated theoretical lens was used, referring to the cumulative advantage theory (Merton, 1968 &1988), the four-role framework of intellectual leadership (Macfarlane, 2013), and cultural factors affecting gender equality. This study reveals that disciplinary characteristics, neoliberal and managerial practices in universities, and patriarchal culture interplay and shape women scholars’ paths of accumulating intellectual capacity.

Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

AbstractThis article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education systems of Luxembourg and the Swiss Canton of Bern. The results of our analysis show that students in the Luxembourgish sample more often aspire to higher education than in the Swiss sample. Disparities in higher education aspirations were also more pronounced in the Luxembourgish sample, boys and students from families of low socio‐economic status (SES) were less likely to aspire to higher education. While the effects of values of education are generally scarce, stimulation in terms of anticipated enjoyment and interest derived from participation in higher education seems to have a positive effect on higher education aspirations.

Facing the pandemic: Considering partnerships for widening participation in higher education in Australia

This thought piece provides reflection on how universities can better engage with diverse learners and support underrepresented student groups, in the face of a pandemic. COVID‐19 has, and will continue to have, a profound impact on access to higher education. Students from underrepresented backgrounds are the most adversely affected by school closures, shifts to remote learning and shifting higher education policy environments. Whilst the full impact of the pandemic is yet to be fully realised, early international research is indicating that for students from underrepresented backgrounds there are risks to long‐term educational disengagement (Drane et al., 2020), barriers to accessing learning through technology (Montacute, 2020) and uncertainty over post‐school futures (The Smith Family, 2020). Whilst these challenges are not new, they are exacerbated and have the potential to widen inequalities within the education system and between students. This piece explores the role of universities in empowering underrepresented groups of students to access higher education in the face of a pandemic, with a specific focus on how partnerships have been understood and constructed in this environment.

Impact of increasing the availability of healthier vs. less-healthy food on food selection: a randomised laboratory experiment

BackgroundEnvironmental cues shape behaviour, but few studies compare the impact of targeting healthier vs. less-healthy cues. One online study suggested greater impact on selection from increasing the number of less-healthy (vs. healthier) snacks. The current study aimed to: (1) extend the previous study by using physically-present snacks for immediate consumption; (2) explore responsiveness by socio-economic position; (3) investigate possible mediators (response inhibition, food appeal) of any socio-economic differences in selection.MethodsIn a between-subjects laboratory experiment UK adults (n = 417) were randomised according to their ID number (without blinding) to one of three ranges of options: Two healthier, two less-healthy [“Equal”] (n = 136); Six healthier, two less-healthy [“Increased Healthier”] (n = 143); Two healthier, six less-healthy [“Increased Less-Healthy”] (n = 138). Participants completed measures of response inhibition and food appeal, and selected a snack for immediate consumption from their allocated range. The primary outcome was selection of a healthier (over less-healthy) snack.ResultsThe odds of selecting a less-healthy snack were 2.9 times higher (95%CIs:1.7,5.1) in the Increased Less-Healthy condition compared to the Equal condition. The odds of selecting a healthier snack were 2.5 times higher (95%CIs:1.5,4.1) in the Increased Healthier (vs. Equal) condition. There was no significant difference in the size of these effects (− 0.2; 95%CIs:-1.1,0.7). Findings were inconclusive with regard to interactions by education, but the direction of effects was consistent with potentially larger impact of the Increased Healthier condition on selection for higher-educated participants, and potentially larger impact of the Increased Less-Healthy condition for less-educated participants.ConclusionsA greater impact from increasing the number of less-healthy (over healthier) foods was not replicated when selecting snacks for immediate consumption: both increased selections of the targeted foods with no evidence of a difference in effectiveness. The observed pattern of results suggested possible differential impact by education, albeit not statistically significant. If replicated in larger studies, this could suggest that removing less-healthy options has the potential to reduce health inequalities due to unhealthier diets. Conversely, adding healthier options could have the potential to increase these inequalities.Trial registrationISRCTN: ISRCTN34626166; 11/06/2018; Retrospectively registered.

Informational capital and the transition to university: First‐in‐family students' experiences in Austrian higher education

AbstractThe agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university.

From prior learning assessment to specialised pedagogy: facilitating student transition through RPL assessment and selection

ABSTRACT There has been a movement across South Africa’s education sector to widen access and participation in higher education. Recognition of Prior Learning (RPL) (or Prior Learning Assessment (PLA)) programmes offer an opportunity to do so by providing access to higher education to those who do not necessarily have the prerequisite requirements. Many RPL programmes are still being piloted, and little research has been conducted on the transition of postgraduate RPL students. To better understand RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students’ successful transition into a postgraduate diploma.

Nature And Trend Of Female Participation In Higher Education In Assam: A Case Study Of Gauhati University

Higher education plays a crucial role in socio-economic transformation of a country. At present the rate of female participation in higher education has been increasing, especially in the urban and sub-urban areas of the State Assam. But this scenario is very much disheartening in the State’s rural areas. Very recently, some new universities have been established in Assam which makes the rate of female participation in higher education increased. However, the involvement of female in different technical and job oriented courses is still lagging behind. The present study is therefore an attempt to analyse the trend and pattern of women participation in different faculties of Gauhati University and also to investigate the socio-cultural factors behind the low rate of female participation in some particular faculties. The study is based on secondary data collected from the office of the university.

Does attending academically selective schools increase higher education participation rates?

ABSTRACT Most secondary education in England is comprehensive. However, a small minority of grammar schools have retained attainment-based selection. Since students in these schools achieve high grades, some commentators and policy makers believe that England’s grammar schools are more effective than its comprehensive schools, and suggest their expansion. This study evaluates whether attending grammar schools is associated with long-term academic benefits at the post-18 stage. It does so by comparing Higher Education (HE) participation rates in grammar schools with those of comprehensive schools in non-selective areas. The evidence reveals that the assumed HE participation benefits of attending academically selective schools are mixed. Acknowledging the limitations of regression models controlling for pre-existing differences between schools, this study reveals the sensitivity of the estimation results, and the challenge of choosing appropriate baseline variables. Thus, this study calls for more thorough understandings of the mechanism of school effectiveness, and stronger research designs for evaluation.

Demographics of Sudanese University Students in Relation to Regional Development and Conflict

This research examines regional differences in higher education participation rates in Sudan, and their relations with socioeconomic factors related to development, such as HDI, women's status, urban/rural, and source of income. We pay special attention to areas of Sudan where long-running conflicts exist. Two datasets are used: the 2009 National Baseline Household Survey, conducted by Sudan's Central Bureau of Statistics; and 2016-17 matriculating students' data, obtained from Sudan's Ministry of Education. Regression analysis of the household survey data shows that the most significant factors associated with university attendance are having electricity at home, having a mother who has completed primary education, and being from a non-conflict region. University entrance data shows that young adults from conflict regions lag markedly behind the rest of Sudan in entering students' academic level. Educational resources in Sudan are densely concentrated in the capital Khartoum, and higher-performing students (especially males) from all regions tend to enroll in universities in Khartoum. Regional universities' student bodies consist largely of lower-performing students from the same region, especially in conflict regions. Women's participation in higher education is robust, and women bachelor's students outnumber men. Our analysis suggests that the following policies could be most effective in improving regional higher education enrollment rates and outcomes: (1) improve infrastructure (electric power in particular) in underserved regions; (2) provide widespread primary education for women; (3) Put additional resources into regional universities, to encourage geographical diversity and to better serve women in underdeveloped regions.

Parity of participation for autistic students: Mapping provision across UK higher education institutions

This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.

Reconceptualizing the ‘problem’ of widening participation in higher education in England

This article critically analyses national and institutional forms of policy and different conceptions of widening participation in higher education in England by contrasting representations of ‘it’ as a ‘problem’ to be managed, compared with complex and recurring dilemmas in practice. Building on Bacchi’s (2012a) strategy, the article asks, ‘What’s the Problem Represented to be?’ (WPR), and how the ‘problem’ of widening participation was constructed in specific contexts, by examining tensions between constructions of policy in texts and representations of widening participation in semi-structured interviews with national and institutional policy actors. Policy actors did not share a single voice, and various proposals embodied different representations of the ‘problem’. These do not reduce practice to distinct or static categories limited by available policy options. Instead, contemporary representations, interpretations and translations of policy and practice make visible both limitations and possibilities for widening participation in higher education in the future.

AN EXPERIMENT USING THE GRAPHIC VARIABLE COLOR AND THE SEE COLOR CODE ON ISARITHMIC MAPS ACCESSIBLE TO BLIND AND NORMALLY SIGHTED PEOPLE

Abstract: The See Color is a color coding system based on Braille writing to communicate colors to people with visual impairments. This study assessed the perception of the theme Temperature by blind people, by using the See Color code on two isarithmic tactile maps and the perception of subjects with normal color vision. An average temperature map of Australia had 10 classes, but these intervals were regrouped into four classes on Corel Draw software. The new map was duplicated in the digital project in A4 size, both included the See Color code in two color schemes obtained from the Color Brewer website. Subsequently, they were laser-printed on swell paper to produce the tactile relief. The chromatic perception was observed, as well as the thermal sensations that the colors could represent for blind participants (06), normally sighted participants in basic education (23), and normally sighted participants in higher education (20). In this research, the See Color code showed the potential to provide spatial knowledge as a graphic language through colors in color maps for adventitiously blind and for normally sighted participants based on their perception of colors and tactile color codes.

The Higher Education Paradigm Shift

The mass participation of higher education (HE) has been growing at an unprecedented speed since the late 20th century, and now more than one-third of people aged 25 to 65 years old have attained at least one post-secondary degree (OECD, 2019). Leading by the increasing access and diversity of participation, the ongoing transformation of higher education systems (HES) shows the dynamism of HE. It is not only majorly powered by the economic efficiency of HEIs but also the students’ goals of socioeconomic improvement. Many institutions, however, take a sidestep when it comes to equal access. Quality of HE begins to raise issues when the number of students becomes overwhelming. Societal and financial factors continue to pervade the institutions as HE access broadens. To comprehend the difficulties of these institutions is to propose a better way to change the current HES. This paper is based on a number of analyses, reports and surveys to explore the process of transforming from elite education to online education with historical timelines. The paper addressed the influence of diversified accessibility on HE is further discussed, revealing many issues that hinder the current progress of transformation. Scrutinizing the economic analogy for HE also uncovers problems in the current HES. Then, the paper proposes several advantages for OHE and how it will shift the current HES.

Barriers to access, transition and progression of Widening Participation students in UK Medical Schools: The students' perspective.

This article was migrated. The article was marked as recommended. Much attention is being given to the implementation of fair selection criteria for access to Medical Schools in the UK, in order to address an imbalance in social class representation in the medical professions. Largely overlooked however, are the disadvantages faced by potential applicants both before and after selection by the Medical Schools. Here, we explore the nature of the barriers - both real and perceived - to accessing, transitioning and progressing in the medical education system as experienced by 125 current students at three UK Medical Schools. An online survey was conducted and responses to open and closed questions were categorised on the basis of the number of Widening Participation (WP) flags (e.g. index of multiple-deprivation, parental education and school Higher Education participation rate). The results show that differences in economic, social and cultural capital that students acquire through their background impact on their chances of admission to medical schools, highlighting issues such as access to finance and privileged knowledge, with school support and work experience opportunities being less available to WP students. Equally, these students found the transition to Medical School harder, and highlighted a lack of peers from similar backgrounds, a perception of being less well prepared academically and generally finding it difficult to fit in. Money worries and having to work for extra income, exacerbated the feeling of not fitting in, by losing out on key extracurricular activities. The data presented stress the importance of early support of (potential) WP students in secondary schools, and of a strong support network throughout their medical education.

Working with/in institutions: how policy enactment in widening participation is shaped through practitioners’ experience

Widening participation in higher education is driven by policy that is then enacted by individual practitioners. Practitioners bring with them a wealth of personal and employment experiences which shape their interpretations and enactments. Drawing on 16 in-depth semi structured interviews with practitioners across seven universities in England, a classification is developed in order to conceptualise their orientations to policy enactment. Whilst nationally focused, this study has international resonance especially in marketised higher education systems where policies are similarly enacted. The model developed within the article proposes that personal and professional experience can cause practitioners to orient towards the interests of the institution or the individuals they work with. This orientation can be in compliance with institutional policy or adopt a more transgressive stance. Through deeper theorisation of practitioner positions, we can better understand how to ensure work in this area better serves the individuals whom it is targeted at.

African refugee youth in Australia: higher education participation

ABSTRACT For refugees, education provides life-changing opportunities, including tools for effective social integration. This study explores higher education (HE) participation among refugee-background African youth in Australia. Drawing on policy review, national HE statistics and population census data, and using theoretical insights from critical sociology and a capability approach to social justice, the article (a) maps trends of HE participation, and (b) sheds light on policy silences and alternatives. The findings show that only one in ten refugee-background African youth (aged 18–30) transitioned to HE within the first five years of their arrival. The group also lagged well behind the general population in terms of undergraduate course completion. In light of these concerns, the article calls for expanding the educational capabilities of the refugee youth, specifically highlighting the need for policy recognition, early intervention, and substantive opportunities that can be converted into valued outcomes.