Facilitating the Success of Students from Low SES Backgrounds at Regional Universities Through Course Design, Teaching, and Staff Attributes

Devlin, Marcia; McKay, Jade

doi:10.1007/978-3-319-78316-1_4

Cited by 3 publications

(1 citation statement)

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“…It does not only affect one's physical and emotional growth, but also one's educational achievements (APA, 2018). Yet research available studies on university students' academic achievement largely focuses on the problem of pedagogy (ACU, 2017;Devlin et al, 2017), leaving the critical issue of students' SES unattended to. For example, what university management practices are in place to enable students of different socio-economic backgrounds to realize their educational goals?…”

Section: Introductionmentioning

confidence: 99%

Practices of Managing Students’ Socio-Economic Status for Achievement of Educational Goals in Makerere University (Uganda)

Mukisa

Kimoga

Musoke

2021

IJP

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Purpose: Prompted by persistent complaints from different stakeholders in regard to the problem of managing diversity of student socio-economic status in Makerere University, the study set out to examine the factors that enable or disable the students from Low Socio-Economic Status (LSES) backgrounds from achieving their educational goals at Makerere University (Uganda). Methodology: The study drew on social justice literature to stimulate debate on why and how such LSES students can be supported to achieve their educational goals. The study adopted a cross-sectional survey design, which was approached from a mixed research paradigm where both qualitative and quantitative data were collected from 410 Makerere University students. Using closed-ended questionnaires and focused interview guides Findings: The study discovered that management practices like financial and material resources mobilization for the underprivileged were absent. It was therefore concluded that practices on socio-economic diversity reflected absence of recognitive and distributive equity. Unique contribution to theory, practice and policy: The study’s major contribution lies in the provision of knowledge on up-to-date policies and practices of managing student SES diversity to enable students of a LSES background to achieve their educational goals.

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Section: Introductionmentioning

confidence: 99%