Access and retention: experiences of non-traditional learners in higher education: final report: public part

This final report will primarily be of interest to those working in the higher education (HE) sector across Europe and beyond. Within higher education institutions it will be of especial interest to senior management and policy makers, middle managers responsible for programmes, lecturers, researche...

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Autores: González Monteagudo, José, Ballesteros Moscosio, Miguel Ángel, Merrill, Barbara
Tipo de recurso: informe técnico
Estado:Versión publicada
Fecha de publicación:2011
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/90872
Acceso en línea:https://hdl.handle.net/11441/90872
Access Level:acceso abierto
Palabra clave:Proyecto RANLHE
Educación superior
Estudiantes universitarios no tradicionales
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spelling Access and retention: experiences of non-traditional learners in higher education: final report: public partGonzález Monteagudo, JoséBallesteros Moscosio, Miguel ÁngelMerrill, BarbaraProyecto RANLHEEducación superiorEstudiantes universitarios no tradicionalesThis final report will primarily be of interest to those working in the higher education (HE) sector across Europe and beyond. Within higher education institutions it will be of especial interest to senior management and policy makers, middle managers responsible for programmes, lecturers, researchers, those working in student support services, admissions and widening participation initiatives as well as students themselves and the Students’ Unions. It is also aimed at policy organisations and bodies working in higher education, such as the Higher Education Funding Council for England (HEFCE) in England, Government departments and EU policy makers. The project focused on access, retention and drop-out in higher education institutions in relation to non-traditional students (younger and adults) on undergraduate degree programmes and the factors which promote or inhibit this. With the growth of mass higher education systems retention has become an important and rising concern for policy-makers at national and European levels. It is considered a measure of efficiency of higher education with implications in terms of the needs of the economy and as a return on investment to individuals, society and the whole EU. It is also a key factor in promoting a growing diversification and equity across the higher education sector. By ‘non-traditional’ we mean students who are under-represented in higher education and whose participation in HE is constrained by structural factors. This includes, for example, first generation entrants, students from low-income families, students from (particular) minority ethnic groups, mature age students, and students with disabilities. (This definition takes into account issues of class and gender). We were particularly interested in looking at and understanding why some students from under-represented and disadvantaged backgrounds learn effectively, assume an undergraduate learner identity and complete their degree successfully while others from similar backgrounds do not. We were also interested in identifying the learning, teaching and support processes which help non-traditional students to become effective and successful learners. Institutional cultures and structures also impact on a learners’ identity so these aspects were also explored and examined.Teoría e Historia de la Educación y Pedagogía Social2011info:eu-repo/semantics/reportinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/90872reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)Ingléshttp://www.dsw.edu.pl/fileadmin/www-ranlhe/index.htmlinfo:eu-repo/semantics/openAccessoai:idus.us.es:11441/908722026-06-17T12:51:07Z
dc.title.none.fl_str_mv Access and retention: experiences of non-traditional learners in higher education: final report: public part
title Access and retention: experiences of non-traditional learners in higher education: final report: public part
spellingShingle Access and retention: experiences of non-traditional learners in higher education: final report: public part
González Monteagudo, José
Proyecto RANLHE
Educación superior
Estudiantes universitarios no tradicionales
title_short Access and retention: experiences of non-traditional learners in higher education: final report: public part
title_full Access and retention: experiences of non-traditional learners in higher education: final report: public part
title_fullStr Access and retention: experiences of non-traditional learners in higher education: final report: public part
title_full_unstemmed Access and retention: experiences of non-traditional learners in higher education: final report: public part
title_sort Access and retention: experiences of non-traditional learners in higher education: final report: public part
dc.creator.none.fl_str_mv González Monteagudo, José
Ballesteros Moscosio, Miguel Ángel
Merrill, Barbara
author González Monteagudo, José
author_facet González Monteagudo, José
Ballesteros Moscosio, Miguel Ángel
Merrill, Barbara
author_role author
author2 Ballesteros Moscosio, Miguel Ángel
Merrill, Barbara
author2_role author
author
dc.contributor.none.fl_str_mv Teoría e Historia de la Educación y Pedagogía Social
dc.subject.none.fl_str_mv Proyecto RANLHE
Educación superior
Estudiantes universitarios no tradicionales
topic Proyecto RANLHE
Educación superior
Estudiantes universitarios no tradicionales
description This final report will primarily be of interest to those working in the higher education (HE) sector across Europe and beyond. Within higher education institutions it will be of especial interest to senior management and policy makers, middle managers responsible for programmes, lecturers, researchers, those working in student support services, admissions and widening participation initiatives as well as students themselves and the Students’ Unions. It is also aimed at policy organisations and bodies working in higher education, such as the Higher Education Funding Council for England (HEFCE) in England, Government departments and EU policy makers. The project focused on access, retention and drop-out in higher education institutions in relation to non-traditional students (younger and adults) on undergraduate degree programmes and the factors which promote or inhibit this. With the growth of mass higher education systems retention has become an important and rising concern for policy-makers at national and European levels. It is considered a measure of efficiency of higher education with implications in terms of the needs of the economy and as a return on investment to individuals, society and the whole EU. It is also a key factor in promoting a growing diversification and equity across the higher education sector. By ‘non-traditional’ we mean students who are under-represented in higher education and whose participation in HE is constrained by structural factors. This includes, for example, first generation entrants, students from low-income families, students from (particular) minority ethnic groups, mature age students, and students with disabilities. (This definition takes into account issues of class and gender). We were particularly interested in looking at and understanding why some students from under-represented and disadvantaged backgrounds learn effectively, assume an undergraduate learner identity and complete their degree successfully while others from similar backgrounds do not. We were also interested in identifying the learning, teaching and support processes which help non-traditional students to become effective and successful learners. Institutional cultures and structures also impact on a learners’ identity so these aspects were also explored and examined.
publishDate 2011
dc.date.none.fl_str_mv 2011
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dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/90872
url https://hdl.handle.net/11441/90872
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv http://www.dsw.edu.pl/fileadmin/www-ranlhe/index.html
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
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