Pub Date : 2023-12-28DOI: 10.1080/0309877x.2023.2299985
Chatchawan Chaiyasat
In the initial phase of participating in short-term semester abroad programs, newly arrived international students may face a lot of difficulties and challenging experiences living in Thai society....
在参加短期海外学期项目的最初阶段，新到泰国的留学生可能会面临很多困难，在泰国社会....。
{"title":"Experiencing semester abroad programs in a Thai higher educational institution: sociocultural adaptation and cultural challenges of German exchange students","authors":"Chatchawan Chaiyasat","doi":"10.1080/0309877x.2023.2299985","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2299985","url":null,"abstract":"In the initial phase of participating in short-term semester abroad programs, newly arrived international students may face a lot of difficulties and challenging experiences living in Thai society....","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061975","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 : 2023-11-15DOI: 10.1080/0309877x.2023.2277419
E. Goode, Thomas Roche, Erica Wilson, John W. McKenzie
{"title":"Student perceptions of immersive block learning: an exploratory study of student satisfaction in the Southern Cross Model","authors":"E. Goode, Thomas Roche, Erica Wilson, John W. McKenzie","doi":"10.1080/0309877x.2023.2277419","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2277419","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275585","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 : 2023-11-05DOI: 10.1080/0309877x.2023.2277418
Louise Webber
This article explores Foundation Year students’ experiences of Higher Education learning. The research took place during the COVID-19 pandemic and provided a unique opportunity to formulate factors which contribute to the success of a Foundation Year programme. During the pandemic, the demand to study from home, created uncertainty as to whether students, classically with low confidence, reliant on university support, would cope away from a high level of face-to-face guidance during national lockdown. This article draws on qualitative data from interviews with six students from one University in England. Bourdieu’s concepts of habitus, field and capital demonstrate students can develop capital through a Foundation Year programme. This capital can be utilised during extreme learning situations like COVID-19. The findings show that the students felt prepared for independent, online learning due to the capital they had developed during the Foundation Year of their course. Initial analysis, from this small-scale project, identifies five factors which suggest an environment which is conducive to achieving study success for Foundation Year students. These factors contribute to a shift of habitus from when they first started at university.
{"title":"Using capital, habitus and field to explore Foundation Year students’ Higher Education experiences","authors":"Louise Webber","doi":"10.1080/0309877x.2023.2277418","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2277418","url":null,"abstract":"This article explores Foundation Year students’ experiences of Higher Education learning. The research took place during the COVID-19 pandemic and provided a unique opportunity to formulate factors which contribute to the success of a Foundation Year programme. During the pandemic, the demand to study from home, created uncertainty as to whether students, classically with low confidence, reliant on university support, would cope away from a high level of face-to-face guidance during national lockdown. This article draws on qualitative data from interviews with six students from one University in England. Bourdieu’s concepts of habitus, field and capital demonstrate students can develop capital through a Foundation Year programme. This capital can be utilised during extreme learning situations like COVID-19. The findings show that the students felt prepared for independent, online learning due to the capital they had developed during the Foundation Year of their course. Initial analysis, from this small-scale project, identifies five factors which suggest an environment which is conducive to achieving study success for Foundation Year students. These factors contribute to a shift of habitus from when they first started at university.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726084","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 : 2023-10-19DOI: 10.1080/0309877x.2023.2263384
Lucy Grimshaw, Sue Jackson, David Littlefair, Andrew Melling
Male students are in the minority in nursing, social work and primary education university programmes leading to professional recognition. This article explores the experiences of men studying on these professional programmes in Higher Education (HE) in the United Kingdom. A phenomenographic methodology was used to explore male students’ conceptual understanding of their education experience. The findings suggest these students can struggle to ‘fit in’ across four conceptual categories (i) Forming Relationships; (ii) Standing Out and Singled Out; (iii) Confronting Gendered Expectations; (iv) Developing Careers. These categories are discussed in relation to the notion of a sense of belonging in HE enabling considerations of similarities and differences across male students’ experiences. All participants conceived their education experience as pervaded by gendered experiences which intersect with age, sexuality and choice of profession. Most male students in the study found ways to develop a sense of belonging within university life and to fit in socially but representational and communication practices meant that most had experience of exclusion, particularly during placements. Male primary education students experienced a greater sense of belonging within their peer group aided by greater numbers of males on the programme. We conclude that partnership working between university, placement staff and students is required to raise awareness, challenge and not perpetrate stereotypes in order to provide inclusive, supportive environments for male students in the minority.
{"title":"Experiences of men in the minority: understanding men’s sense of belonging studying primary education, nursing and social work in higher education","authors":"Lucy Grimshaw, Sue Jackson, David Littlefair, Andrew Melling","doi":"10.1080/0309877x.2023.2263384","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2263384","url":null,"abstract":"Male students are in the minority in nursing, social work and primary education university programmes leading to professional recognition. This article explores the experiences of men studying on these professional programmes in Higher Education (HE) in the United Kingdom. A phenomenographic methodology was used to explore male students’ conceptual understanding of their education experience. The findings suggest these students can struggle to ‘fit in’ across four conceptual categories (i) Forming Relationships; (ii) Standing Out and Singled Out; (iii) Confronting Gendered Expectations; (iv) Developing Careers. These categories are discussed in relation to the notion of a sense of belonging in HE enabling considerations of similarities and differences across male students’ experiences. All participants conceived their education experience as pervaded by gendered experiences which intersect with age, sexuality and choice of profession. Most male students in the study found ways to develop a sense of belonging within university life and to fit in socially but representational and communication practices meant that most had experience of exclusion, particularly during placements. Male primary education students experienced a greater sense of belonging within their peer group aided by greater numbers of males on the programme. We conclude that partnership working between university, placement staff and students is required to raise awareness, challenge and not perpetrate stereotypes in order to provide inclusive, supportive environments for male students in the minority.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135732025","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 : 2023-10-12DOI: 10.1080/0309877x.2023.2267465
Sandra Lyndon, Becky Edwards
ABSTRACTThis paper draws on findings from the From Adversity to University project, a unique widening participation initiative developed by one university to support a diverse range of people into Higher Education through engagement with a 12-week bridging module. This small-scale case study presents an in-depth exploration of how learning space shaped students’ experience of a bridging module during the COVID-19 pandemic. Space is conceptualised through a theory of embodied cognition which recognises the complexity of social, cultural, and cognitive inter-relations between space and students’ learning experience. An interpretative narrative methodological approach was taken, drawing on the Listening Guide [LG]. Semi-structured interviews were carried out with five students who completed the bridging module during the start of the COVID-19 pandemic. All had been affected by homelessness and most were in recovery from alcohol and/or drug addiction. For all participants, there was a complex and dynamic interconnectivity between learning spaces and their experience of the bridging module. The findings demonstrate for the five students how learning spaces (including the flexibility of the space) contributed to participants’ sense of belonging, recovery from drugs and alcohol addiction, mental health and well-being. Implications of the study point towards the need for further research into the connection between learning space and the creation of a sense of belonging particularly for students from marginalised groups.KEYWORDS: Learning spaceHigher EducationhomelessnessbelongingCOVID-19widening participation Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"How does learning space shape students’ experience of a bespoke Higher Education bridging module for those affected by homelessness?","authors":"Sandra Lyndon, Becky Edwards","doi":"10.1080/0309877x.2023.2267465","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2267465","url":null,"abstract":"ABSTRACTThis paper draws on findings from the From Adversity to University project, a unique widening participation initiative developed by one university to support a diverse range of people into Higher Education through engagement with a 12-week bridging module. This small-scale case study presents an in-depth exploration of how learning space shaped students’ experience of a bridging module during the COVID-19 pandemic. Space is conceptualised through a theory of embodied cognition which recognises the complexity of social, cultural, and cognitive inter-relations between space and students’ learning experience. An interpretative narrative methodological approach was taken, drawing on the Listening Guide [LG]. Semi-structured interviews were carried out with five students who completed the bridging module during the start of the COVID-19 pandemic. All had been affected by homelessness and most were in recovery from alcohol and/or drug addiction. For all participants, there was a complex and dynamic interconnectivity between learning spaces and their experience of the bridging module. The findings demonstrate for the five students how learning spaces (including the flexibility of the space) contributed to participants’ sense of belonging, recovery from drugs and alcohol addiction, mental health and well-being. Implications of the study point towards the need for further research into the connection between learning space and the creation of a sense of belonging particularly for students from marginalised groups.KEYWORDS: Learning spaceHigher EducationhomelessnessbelongingCOVID-19widening participation Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968279","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 : 2023-10-09DOI: 10.1080/0309877x.2023.2251914
Siew-Chen Sim, Siew-Wei Gan, Yu-Hoe Tang, Vengadeshvaran J. Sarma
ABSTRACTThis study examines the learning experiences including academic performance and assessments of Foundation students at a British University’s campus in Malaysia during the first year of the COVID-19 pandemic. A focus on foundation students is important because First-Year Experience is crucial to their academic success in higher education. Using a mixed methods approach to enrich our study, we triangulate data from focus group interviews, a structured survey, and student performance – from two cohorts of students. One group transitioned from physical to online learning while the other group had their learning entirely online. The findings reveal challenges they faced as a result of the abrupt change to online learning, their adaptation and mitigation strategies and their responses to online assessments. Findings from this study show that many students struggled with synchronous learning and found it difficult to focus or attend synchronous classes due to a lack of conducive learning environment or technological challenges. Interestingly, students’ performance did not vary between cohorts that joined pre-pandemic and during the pandemic; across quantitative and qualitative modules, even though additional time allowance was allocated for online assessments. These findings are important for us to provide recommendations to improve existing institutional frameworks and strategies necessary to enhance support for student learning experience during times of crisis.KEYWORDS: COVID-19learning disruptiononline learningfoundation yearMalaysia Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. O-level equivalent/SPM certificate refers to qualification obtained upon successful completion of 11 years of education.Additional informationFundingThis work was supported by the CELFE Small Grant Scheme [002].
{"title":"Learning experience during the pandemic: perspectives of foundation students","authors":"Siew-Chen Sim, Siew-Wei Gan, Yu-Hoe Tang, Vengadeshvaran J. Sarma","doi":"10.1080/0309877x.2023.2251914","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2251914","url":null,"abstract":"ABSTRACTThis study examines the learning experiences including academic performance and assessments of Foundation students at a British University’s campus in Malaysia during the first year of the COVID-19 pandemic. A focus on foundation students is important because First-Year Experience is crucial to their academic success in higher education. Using a mixed methods approach to enrich our study, we triangulate data from focus group interviews, a structured survey, and student performance – from two cohorts of students. One group transitioned from physical to online learning while the other group had their learning entirely online. The findings reveal challenges they faced as a result of the abrupt change to online learning, their adaptation and mitigation strategies and their responses to online assessments. Findings from this study show that many students struggled with synchronous learning and found it difficult to focus or attend synchronous classes due to a lack of conducive learning environment or technological challenges. Interestingly, students’ performance did not vary between cohorts that joined pre-pandemic and during the pandemic; across quantitative and qualitative modules, even though additional time allowance was allocated for online assessments. These findings are important for us to provide recommendations to improve existing institutional frameworks and strategies necessary to enhance support for student learning experience during times of crisis.KEYWORDS: COVID-19learning disruptiononline learningfoundation yearMalaysia Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. O-level equivalent/SPM certificate refers to qualification obtained upon successful completion of 11 years of education.Additional informationFundingThis work was supported by the CELFE Small Grant Scheme [002].","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146464","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}
ABSTRACTThe alignment of student-supervisor expectations in doctoral research builds a foundation for strong supervisory relationships. While some expectations around research practice and outputs are clearly stated and regulated, the expectations concerning personal aspects of supervisory relationships are seldom voiced. To address this gap, this article presents a co-constructed narrative, foregrounding the lived experiences of a doctoral student and their supervisors during the formation, negotiation, and alignment of their expectations of th roles and responsibilities within their relationships. The article highlights the complexities of articulating and aligning expectations and explores how those complexities were managed and eventually overcame by the authors. In tracing the student’s development as a researcher, authors reflect on the changes in supervision relationships and the opening of new dialogues that emerged from the converging expectations of each of the co-authors. Through the act of writing co-constructed narrative, authors’ understandings of their evolving expectations were further developed and clarified.KEYWORDS: Co-constructed narrativedoctoral supervisionalignment of expectationsstudent-supervisor relationships Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Formation, negotiation, and alignment of doctoral student and supervisors’ expectations: a co-constructed narrative","authors":"Irina Baydarova, Heidi Ellise Collins, Deirdre Barron","doi":"10.1080/0309877x.2023.2256683","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2256683","url":null,"abstract":"ABSTRACTThe alignment of student-supervisor expectations in doctoral research builds a foundation for strong supervisory relationships. While some expectations around research practice and outputs are clearly stated and regulated, the expectations concerning personal aspects of supervisory relationships are seldom voiced. To address this gap, this article presents a co-constructed narrative, foregrounding the lived experiences of a doctoral student and their supervisors during the formation, negotiation, and alignment of their expectations of th roles and responsibilities within their relationships. The article highlights the complexities of articulating and aligning expectations and explores how those complexities were managed and eventually overcame by the authors. In tracing the student’s development as a researcher, authors reflect on the changes in supervision relationships and the opening of new dialogues that emerged from the converging expectations of each of the co-authors. Through the act of writing co-constructed narrative, authors’ understandings of their evolving expectations were further developed and clarified.KEYWORDS: Co-constructed narrativedoctoral supervisionalignment of expectationsstudent-supervisor relationships Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960968","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}
To generate a better understanding of students’ experiences of studying A-levels, 136 A-level students in England were asked to provide three words or phrases to describe their experience of sixth form, and their reasons for choosing these terms, via an online survey. Data were analysed using content analysis and reflexive thematic analysis. The analyses highlight that, although studying A-levels is challenging and can be stressful and overwhelming, it can also help to prepare students for higher education and adulthood more broadly by presenting them with unique opportunities to exercise autonomy, study subjects of genuine interest to them and cultivate more meaningful relationships with their peers and teachers. Implications for educational practices aimed at promoting positive learning experiences and supporting basic psychological needs are discussed.
{"title":"Students’ perceptions of studying A-levels: factors facilitating and frustrating positive learning experiences","authors":"Joshua Stubbs, Dusana Dorjee, Poppy Nash, Lucy Foulkes","doi":"10.1080/0309877x.2023.2258807","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2258807","url":null,"abstract":"To generate a better understanding of students’ experiences of studying A-levels, 136 A-level students in England were asked to provide three words or phrases to describe their experience of sixth form, and their reasons for choosing these terms, via an online survey. Data were analysed using content analysis and reflexive thematic analysis. The analyses highlight that, although studying A-levels is challenging and can be stressful and overwhelming, it can also help to prepare students for higher education and adulthood more broadly by presenting them with unique opportunities to exercise autonomy, study subjects of genuine interest to them and cultivate more meaningful relationships with their peers and teachers. Implications for educational practices aimed at promoting positive learning experiences and supporting basic psychological needs are discussed.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135966000","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 : 2023-09-08DOI: 10.1080/0309877x.2023.2250729
J. Allison
{"title":"Devising a cyber security management module through integrated course design","authors":"J. Allison","doi":"10.1080/0309877x.2023.2250729","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2250729","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41356403","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 : 2023-09-07DOI: 10.1080/0309877x.2023.2250740
Barbara Sandland, Andrea MacLeod, Mr Neil Hall, Nick Chown
{"title":"Accommodation through personalisation: ensuring the autistic student has an equal opportunity for success in the PhD viva voce","authors":"Barbara Sandland, Andrea MacLeod, Mr Neil Hall, Nick Chown","doi":"10.1080/0309877x.2023.2250740","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2250740","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45520952","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}
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