Pub Date : 2023-01-02DOI: 10.1080/13596748.2023.2166690
Erica Smith, J. Tuck
ABSTRACT A survey of over 500 teachers and trainers in the Australian Vocational Education and Training (VET) sector was carried out to examine whether their teaching practices and approaches varied with their qualification levels. The survey, carried out with teachers and trainers from different types of training providers – public and private – formed a major part of a larger research project on the topic. The project was carried out because of an overall decline in the qualification levels of the VET teaching workforce over a 20-year period, and national debate on the appropriate qualification level. Analysis of the survey results showed that those with pedagogical qualifications above the regulatory minimum were more confident overall, and were more able to deal with the demands of different teaching contexts and of diverse learner groups. Teachers with higher level qualifications also reported, in qualitative questions, specific gains from their qualifications. They were also more likely to undertake professional development, challenging an often-cited view that professional development activities can compensate for lower qualification levels. The findings have implications for policy development in Australia and elsewhere.
{"title":"Do the qualifications of vocational teachers make a difference to their teaching?","authors":"Erica Smith, J. Tuck","doi":"10.1080/13596748.2023.2166690","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166690","url":null,"abstract":"ABSTRACT A survey of over 500 teachers and trainers in the Australian Vocational Education and Training (VET) sector was carried out to examine whether their teaching practices and approaches varied with their qualification levels. The survey, carried out with teachers and trainers from different types of training providers – public and private – formed a major part of a larger research project on the topic. The project was carried out because of an overall decline in the qualification levels of the VET teaching workforce over a 20-year period, and national debate on the appropriate qualification level. Analysis of the survey results showed that those with pedagogical qualifications above the regulatory minimum were more confident overall, and were more able to deal with the demands of different teaching contexts and of diverse learner groups. Teachers with higher level qualifications also reported, in qualitative questions, specific gains from their qualifications. They were also more likely to undertake professional development, challenging an often-cited view that professional development activities can compensate for lower qualification levels. The findings have implications for policy development in Australia and elsewhere.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13596748.2022.2110780
Lliam Dickinson, D. Connolly
ABSTRACT Recently, society and further education institutions have seen an increase in the reporting of poor mental health and wellbeing. Although further education settings (typically comprising of study programmes ranging between levels one to six, including A levels, apprenticeships, T levels, GCSEs, BTECs and higher education qualifications) are appropriately placed to be part of a solution to this issue, they are suffering from a shortage of resources and an inability to intimately understand poor mental health and wellbeing. Consequently, it has become difficult for institutions toimplement appropriate interventions that prevent poor mental health and wellbeing. Appreciative inquiry was used to explore a further education institution and how they encouraged students to flourish. The novel use of photovoice allowed the researchers to empower the participants and produce a dynamic and deep conversation. The study found that informal peer and teacher support were crucial in ensuring students flourished. More pertinently, a trusting and collaborative environment was established through informal conversations between teacher and student. An unexpected outcome was students consistently citing happiness as an essential element of a flourishing student. Due to the differing cultural and geographical contexts, other institutions should conduct similar research to investigate what enables their students to flourish.
{"title":"A description of the factors that enable further education students to flourish: a photovoice and appreciative inquiry study","authors":"Lliam Dickinson, D. Connolly","doi":"10.1080/13596748.2022.2110780","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110780","url":null,"abstract":"ABSTRACT Recently, society and further education institutions have seen an increase in the reporting of poor mental health and wellbeing. Although further education settings (typically comprising of study programmes ranging between levels one to six, including A levels, apprenticeships, T levels, GCSEs, BTECs and higher education qualifications) are appropriately placed to be part of a solution to this issue, they are suffering from a shortage of resources and an inability to intimately understand poor mental health and wellbeing. Consequently, it has become difficult for institutions toimplement appropriate interventions that prevent poor mental health and wellbeing. Appreciative inquiry was used to explore a further education institution and how they encouraged students to flourish. The novel use of photovoice allowed the researchers to empower the participants and produce a dynamic and deep conversation. The study found that informal peer and teacher support were crucial in ensuring students flourished. More pertinently, a trusting and collaborative environment was established through informal conversations between teacher and student. An unexpected outcome was students consistently citing happiness as an essential element of a flourishing student. Due to the differing cultural and geographical contexts, other institutions should conduct similar research to investigate what enables their students to flourish.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42336018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13596748.2022.2110774
Hazel Mccafferty
ABSTRACT A systematic review of qualitative primary data (2010–2021) was undertaken to understand how inequality is experienced by undergraduate students from disadvantaged socio-economic backgrounds transitioning to the UK labour market. A ten-step protocol for qualitative synthesis was adapted to guide the study, whilst the PRISMA flow diagram was used to report the search. Data was extracted from 14 papers with thematic synthesis used to analyse the results inductively. This review illustrates multiple barriers faced by disadvantaged socio-economic students in a competitive graduate labour market and the severe impact this may have on student career development. Disadvantaged students often apply more effort than advantaged counterparts in seeking work and internship opportunities and live more precariously, as they lack finance to buffer them. In contrast, advantaged socio-economic status students can act quickly to build their employability profiles from the beginning of their degree studies, with the strategic application of social, cultural and economic capital. The qualitative papers in this review complement previous quantitative research, illustrating that despite participation rates in high education increasing for disadvantaged students, their career outcomes have not generally improved relative to their more advantaged peers. The review includes recommendations for stakeholders including government, universities, careers services and employers.
{"title":"An unjust balance: a systematic review of the employability perceptions of UK undergraduates from disadvantaged socio-economic backgrounds","authors":"Hazel Mccafferty","doi":"10.1080/13596748.2022.2110774","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110774","url":null,"abstract":"ABSTRACT A systematic review of qualitative primary data (2010–2021) was undertaken to understand how inequality is experienced by undergraduate students from disadvantaged socio-economic backgrounds transitioning to the UK labour market. A ten-step protocol for qualitative synthesis was adapted to guide the study, whilst the PRISMA flow diagram was used to report the search. Data was extracted from 14 papers with thematic synthesis used to analyse the results inductively. This review illustrates multiple barriers faced by disadvantaged socio-economic students in a competitive graduate labour market and the severe impact this may have on student career development. Disadvantaged students often apply more effort than advantaged counterparts in seeking work and internship opportunities and live more precariously, as they lack finance to buffer them. In contrast, advantaged socio-economic status students can act quickly to build their employability profiles from the beginning of their degree studies, with the strategic application of social, cultural and economic capital. The qualitative papers in this review complement previous quantitative research, illustrating that despite participation rates in high education increasing for disadvantaged students, their career outcomes have not generally improved relative to their more advantaged peers. The review includes recommendations for stakeholders including government, universities, careers services and employers.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44590956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13596748.2022.2110773
Marie K. Norman, Alistair Norman, Terry Hyland
ABSTRACT The concept of acknowledging students’ interests – both what they may be interested in and what is in their interest – is gaining increasing purchase in the new competitive economy of higher education. In addition to the obvious benefits of boosting student success in higher education institutions (HEIs), there are well-established educational advantages of foregrounding students’ interests. The philosophical and psychological literature abounds with justificatory explanations of why interest is so crucial to learning of all kinds. Apart from the clear motivational benefits, organising learning around interests helps educators to realise the goal of Bildung, the education of the whole person. However, notwithstanding the obvious value of utilising interest in teaching and learning, there is a dearth of relevant research on the topic of relevance to HEIs. This research aims to help redress the balance by investigating how the interests of learners may be utilised effectively in the guidance and supervision of postgraduate students undertaking masters’ dissertations in education.
{"title":"The magic ingredient: masters students’ interest in their dissertation topics","authors":"Marie K. Norman, Alistair Norman, Terry Hyland","doi":"10.1080/13596748.2022.2110773","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110773","url":null,"abstract":"ABSTRACT The concept of acknowledging students’ interests – both what they may be interested in and what is in their interest – is gaining increasing purchase in the new competitive economy of higher education. In addition to the obvious benefits of boosting student success in higher education institutions (HEIs), there are well-established educational advantages of foregrounding students’ interests. The philosophical and psychological literature abounds with justificatory explanations of why interest is so crucial to learning of all kinds. Apart from the clear motivational benefits, organising learning around interests helps educators to realise the goal of Bildung, the education of the whole person. However, notwithstanding the obvious value of utilising interest in teaching and learning, there is a dearth of relevant research on the topic of relevance to HEIs. This research aims to help redress the balance by investigating how the interests of learners may be utilised effectively in the guidance and supervision of postgraduate students undertaking masters’ dissertations in education.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43762854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13596748.2022.2110778
Maria F. Larrea, S. Hodge, Timothy J. Mavin, Yosriko Kikkawa
ABSTRACT This paper provides a perspective on learning in which training and situated learning complement each other in developing cabin crew competence. Traditionally, airlines have approached cabin crew training from a competency-based, behavioural perspective with limited engagement in the actual work context. This ethnographic study builds on contemporary learning theoriesto argue that participation in social practice is essential for developing cabin crew competence. More importantly, it was found that learning arises in the frictions and negotiations between identity, knowledge, and values fostered in training and the workplace experience of the cabin crew. These findings contribute to the situated learning literature by expanding the notion that training may also have characteristics of social practice. Likewise, understanding learning arising from the negotiation of different contexts offers a broader perspective of situated learning. These findings in the learning processes of cabin crew may contribute to the improvement of the airlines’ training programmes and potentially to other contexts of high social interaction, such as hospitality and healthcare.
{"title":"Becoming cabin crew: a situated learning approach to training and workplace experience","authors":"Maria F. Larrea, S. Hodge, Timothy J. Mavin, Yosriko Kikkawa","doi":"10.1080/13596748.2022.2110778","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110778","url":null,"abstract":"ABSTRACT This paper provides a perspective on learning in which training and situated learning complement each other in developing cabin crew competence. Traditionally, airlines have approached cabin crew training from a competency-based, behavioural perspective with limited engagement in the actual work context. This ethnographic study builds on contemporary learning theoriesto argue that participation in social practice is essential for developing cabin crew competence. More importantly, it was found that learning arises in the frictions and negotiations between identity, knowledge, and values fostered in training and the workplace experience of the cabin crew. These findings contribute to the situated learning literature by expanding the notion that training may also have characteristics of social practice. Likewise, understanding learning arising from the negotiation of different contexts offers a broader perspective of situated learning. These findings in the learning processes of cabin crew may contribute to the improvement of the airlines’ training programmes and potentially to other contexts of high social interaction, such as hospitality and healthcare.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45164423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13596748.2022.2110775
Tahera Yaqoubi, Z. Mohammadi, Jawad Golzar
ABSTRACT Universal Design for Learning (UDL) is considered to provide equitable opportunities for all learners with or without disabilities. This study aimed to examine the extent to which UDL was implemented in ESL classrooms at the university level. A mixed-method approach was conducted to explore the effective ways to maximise learning outcomes, inclusion, and equity regarding UDL principles; both students’ and teachers’ voices were addressed. Online questionnaires for students and semi-structured interviews for teachers were used to probe the UDL application in the classrooms. The findings revealed that teachers employed UDL principles in their classrooms to varying degrees. They also explored various strategies to enhance levels of engagement, representation, action, and expression. However, they experienced different tensions during the process. The study concluded with implications for researchers, teachers, and policymakers in developing a more inclusive and equitable learning environment.
{"title":"An analysis of Universal Design for Learning at collegial level: effective ways to maximise learning outcomes, inclusion, and equity","authors":"Tahera Yaqoubi, Z. Mohammadi, Jawad Golzar","doi":"10.1080/13596748.2022.2110775","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110775","url":null,"abstract":"ABSTRACT Universal Design for Learning (UDL) is considered to provide equitable opportunities for all learners with or without disabilities. This study aimed to examine the extent to which UDL was implemented in ESL classrooms at the university level. A mixed-method approach was conducted to explore the effective ways to maximise learning outcomes, inclusion, and equity regarding UDL principles; both students’ and teachers’ voices were addressed. Online questionnaires for students and semi-structured interviews for teachers were used to probe the UDL application in the classrooms. The findings revealed that teachers employed UDL principles in their classrooms to varying degrees. They also explored various strategies to enhance levels of engagement, representation, action, and expression. However, they experienced different tensions during the process. The study concluded with implications for researchers, teachers, and policymakers in developing a more inclusive and equitable learning environment.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46815787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13596748.2022.2110772
A. Smith
ABSTRACT The month in which we are born affects our experience of and progress through the education system and is known as the relative age effect. This study reports on a project in which the author conducted mixed methods research into the impact of different birth months on enrolment patterns and participant experiences within further education in England, a neglected sector for this research area. This paper challenges the current view that the negative impact of being born later in an academic year cohort dissipates with age. Analysis of the findings shows that enrolment patterns are skewed towards the summer months for those entering the further education college in the study and that the month of May should be included in the definition of summer months. Summer-born study participants were aware of their relative age at a social and physical level, but made no connection to their academic progress. This paper argues that relative age is a significant driver for enrolment to and, therefore, subsequent performance within further education, which should be monitored alongside other better known disadvantage factors, with the aim to reduce and eliminate this systemic disadvantage.
{"title":"Born too late? How relative age affects college enrolment patterns","authors":"A. Smith","doi":"10.1080/13596748.2022.2110772","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110772","url":null,"abstract":"ABSTRACT The month in which we are born affects our experience of and progress through the education system and is known as the relative age effect. This study reports on a project in which the author conducted mixed methods research into the impact of different birth months on enrolment patterns and participant experiences within further education in England, a neglected sector for this research area. This paper challenges the current view that the negative impact of being born later in an academic year cohort dissipates with age. Analysis of the findings shows that enrolment patterns are skewed towards the summer months for those entering the further education college in the study and that the month of May should be included in the definition of summer months. Summer-born study participants were aware of their relative age at a social and physical level, but made no connection to their academic progress. This paper argues that relative age is a significant driver for enrolment to and, therefore, subsequent performance within further education, which should be monitored alongside other better known disadvantage factors, with the aim to reduce and eliminate this systemic disadvantage.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43349131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13596748.2022.2110776
Camilla Fitzsimons, Sean Henry, J. O’Neill
ABSTRACT The paper analyses how educators employed on non-permanent contracts in the non-compulsory education sector in Ireland have fared during the Covid 19 pandemic. These employees were starting from a low base in relation to the terms and conditions of their employment when their places of work dramatically pivoted online in March 2020. We argue the impacts of the pandemic were disproportionate, with people reporting such things as increased workloads, exclusion from HR update communications and little supports in creating workspaces in their homes. In this sense, we foreground how participants’ places of work often assumed that all employees, precarious and permanent, had the same level of access to resources.Furthermore, given the gendered nature of caring responsibilities and the high proportion of women respondents in the research, we highlight the extent to which the pandemic increased caring responsibilities and impacted on female participants’ capacity to work. Overall, we demonstrate how the Covid 19 pandemic hasn’t, in itself, created unsatisfactory working conditions, rather, it has both exposed and accentuated existing shortfalls and further proved, if such proof was needed, that short-term actions compound the many problems with precarity in post-compulsory education work.
{"title":"Precarity and the pandemic: an inquiry into the impact of Covid19 on the working lives of non-permanent educators in post-compulsory education in Ireland","authors":"Camilla Fitzsimons, Sean Henry, J. O’Neill","doi":"10.1080/13596748.2022.2110776","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110776","url":null,"abstract":"ABSTRACT The paper analyses how educators employed on non-permanent contracts in the non-compulsory education sector in Ireland have fared during the Covid 19 pandemic. These employees were starting from a low base in relation to the terms and conditions of their employment when their places of work dramatically pivoted online in March 2020. We argue the impacts of the pandemic were disproportionate, with people reporting such things as increased workloads, exclusion from HR update communications and little supports in creating workspaces in their homes. In this sense, we foreground how participants’ places of work often assumed that all employees, precarious and permanent, had the same level of access to resources.Furthermore, given the gendered nature of caring responsibilities and the high proportion of women respondents in the research, we highlight the extent to which the pandemic increased caring responsibilities and impacted on female participants’ capacity to work. Overall, we demonstrate how the Covid 19 pandemic hasn’t, in itself, created unsatisfactory working conditions, rather, it has both exposed and accentuated existing shortfalls and further proved, if such proof was needed, that short-term actions compound the many problems with precarity in post-compulsory education work.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13596748.2022.2110777
Neil Raven
ABSTRACT Comparatively few young white males from poorer backgrounds progress to university. This paper considers evidence gathered from a study that explores the educational ambitions of these young men from five areas of educational disadvantage in North West England, at two stages in their learner journeys. The first stage relates to school year 10 (14–15 year olds), as pupils work towards their level 2 qualifications. The second focuses on year 12 (16–17 year olds), as post-16 options are embarked upon and attention is turned to longer-term plans. What emerges from this study are a number of shared concerns over higher education as a destination. In supporting claims made in various other studies that have considered learners from widening participation backgrounds more generally, it is argued that these can be expressed in terms of costs. For this group, the potential benefits of HE must be weighed against a range of consequences that, in scale and extent, are unlikely to be encountered by their more affluent peers, and that may not be so acutely felt by those from some other under-represented populations. The study concludes by arguing that practitioners should acknowledge these consequences when developing outreach interventions for this group.
{"title":"Recognising the risks: perceptions of higher education amongst young white British males from areas of educational disadvantages","authors":"Neil Raven","doi":"10.1080/13596748.2022.2110777","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110777","url":null,"abstract":"ABSTRACT Comparatively few young white males from poorer backgrounds progress to university. This paper considers evidence gathered from a study that explores the educational ambitions of these young men from five areas of educational disadvantage in North West England, at two stages in their learner journeys. The first stage relates to school year 10 (14–15 year olds), as pupils work towards their level 2 qualifications. The second focuses on year 12 (16–17 year olds), as post-16 options are embarked upon and attention is turned to longer-term plans. What emerges from this study are a number of shared concerns over higher education as a destination. In supporting claims made in various other studies that have considered learners from widening participation backgrounds more generally, it is argued that these can be expressed in terms of costs. For this group, the potential benefits of HE must be weighed against a range of consequences that, in scale and extent, are unlikely to be encountered by their more affluent peers, and that may not be so acutely felt by those from some other under-represented populations. The study concludes by arguing that practitioners should acknowledge these consequences when developing outreach interventions for this group.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48018147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13596748.2022.2076057
Jana Vietze, Sanne G. A. van Herpen, Aike S. Dias-Broens, S. Severiens, M. Meeuwisse
ABSTRACT Self-selection refers to the decision of qualified students to not pursue their highest possible educational degree, including higher education. In this systematic meta-review, we used the conceptual framework of college choice to identify resources or mechanisms for students’ self-selection from higher education in international reviews and meta-analyses. In addition, we investigate whether underrepresented student groups (i.e., first-generation and cultural minority) experience unique resources and mechanisms for self-selection. Our narrative synthesis of international reviews and meta-analyses indicated that self-selection is related to financial, informational, social, aspirational resources in all contextual layers (i.e. individual habitus, school and community, higher education, socio-political context) of the conceptual framework of college choice. Whereas the family can help prevent self-selection by providing all four types of resources, school and higher education institutions can provide important information and social support through counselling and mentoring activities. For underrepresented groups, vertical and horizontal transmissions of social capital and experienced personal fit with the higher education environment may be of special importance for preventing self-selection. We conclude by discussing the potential of self-selection as concept for future interventions and research on widening access to higher education.
{"title":"Self-selection from higher education: a meta-review of resources for academic decision-making of mainstream and underrepresented students","authors":"Jana Vietze, Sanne G. A. van Herpen, Aike S. Dias-Broens, S. Severiens, M. Meeuwisse","doi":"10.1080/13596748.2022.2076057","DOIUrl":"https://doi.org/10.1080/13596748.2022.2076057","url":null,"abstract":"ABSTRACT Self-selection refers to the decision of qualified students to not pursue their highest possible educational degree, including higher education. In this systematic meta-review, we used the conceptual framework of college choice to identify resources or mechanisms for students’ self-selection from higher education in international reviews and meta-analyses. In addition, we investigate whether underrepresented student groups (i.e., first-generation and cultural minority) experience unique resources and mechanisms for self-selection. Our narrative synthesis of international reviews and meta-analyses indicated that self-selection is related to financial, informational, social, aspirational resources in all contextual layers (i.e. individual habitus, school and community, higher education, socio-political context) of the conceptual framework of college choice. Whereas the family can help prevent self-selection by providing all four types of resources, school and higher education institutions can provide important information and social support through counselling and mentoring activities. For underrepresented groups, vertical and horizontal transmissions of social capital and experienced personal fit with the higher education environment may be of special importance for preventing self-selection. We conclude by discussing the potential of self-selection as concept for future interventions and research on widening access to higher education.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47521710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：