A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England

Farini, Federico; Scollan, Angela

doi:10.1080/13603124.2019.1657592

Cited by 3 publications

(2 citation statements)

References 54 publications

(60 reference statements)

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“…In Surrey, South-East of England, a pedagogical innovation project, the "Transitional Programme", was implemented which aimed to address the problem that mature-age students deciding to re-enter education, were at risk of being deprived of hope and harmed in their trust in education (Farini, Scollan, 2021). The authors analyze the role of educational leadership in higher education to restore hope and trust to mature-age students and reveal these categories as essential factors for decision-making and social inclusion in complex, unfamiliar and therefore uncertain environments.…”

Section: Introductionmentioning

confidence: 99%

Mature-Age Student’s Opportunities as a Matter of Social Inclusion in the Higher Education

Zeide,

Kalvāne

2023

Human, Technologies and Quality of Education, 2023

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Digital revolution, pandemics, market-orientation, and massification in higher education, as well globalization – a worldwide challenge in economics, politics, societal structures, and health systems – completely changes the “age landscape” in universities. Over the last 20 years, universities around the world have seen an increase in the number of non-traditional or mature-age students and are facing complex and challenging problems. In the literature these “non-traditional” in terms of age students are called mature-age students (by some scholars also second chancers, independent students, adult learners). Social inclusion equation is highly complex concept, including variables as class, ethnicity, gender, age, subject of study, location etc. In this article, we will focus specifically on the age of students as a variable of social inclusion. The article is motivated by the aim to find out what are the challenges faced by mature-age students in the context of social inclusion to ensure equal opportunities. Purposive sampling is being used, participants with “intensive” experience – 4 master-level students in the age from 40 to 49 from two Universities in Latvia and one University of United States of America. Individual, semi structured, in-depth interviews as a data collection method is being used. Narrative analysis has been chosen as an extension of the interpretive approach within the social sciences. The study concludes that the most significant group of challenges related to the age of students, both in Latvia and in the US, are socio-emotional challenges. Three out of four respondents have experienced emotions such as “feeling like old people, pressure, uncomfortable, rusty, behind”. The inclusion of mature-age students should be on the university agenda, alongside other social equity issues in higher education.

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Section: Introductionmentioning

confidence: 99%

Mature-Age Student’s Opportunities as a Matter of Social Inclusion in the Higher Education

Zeide,

Kalvāne

2023

Human, Technologies and Quality of Education, 2023

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Section: Introductionmentioning

confidence: 99%

Human, Technologies and Quality of Education, 2023

2023

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The aim of the study was to explore social measurements and COVID-19 -related behavioral choices from a network structure perspective. We tested network models by comparing network structures in 46 countries by cultural dimensions (Hofstede et al., 2010). The pre-registered hypothesis was that the network structure of variables predicting COVID-19-related behavioral choices will be robust across countries, regardless of the mean differences of these variables between countries characterized by high vs low culture dimension indices. Behavioural choices toward COVID-19 situation were: physical hygiene, policy support, and physical contact. In network analysis we used several social/psychological constructs: social belonging, trait optimism, collective narcissism, moral identity, self-esteem, national identification, trait self-control, morality as cooperation, conspiracy beliefs, political ideology, and narcissism. We analysed twelve conditions based on dichotomized culture dimensions (high vs. low Power distance, Individualism, Masculinity, Uncertainty avoidance, Long-term orientation, and Indulgence) across demographics (e.g., age, gender). We conducted network structure analysis using high-dimensional undirected graph estimation with glasso procedure splitting the data by culture dimensions in total with N = 40 795 individuals. The study findings indicated that the network models were fairly consistent across cultures with different scores on each of Hofstede's six cultural dimensions. This similarity reflects the previous studies in terms of the stability of associations between variables regardless of sex, age, and political beliefs.

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