‘Hot’, ‘Cold’ and ‘Warm’ supports: towards theorising where refugee students go for assistance at university

Baker, Sally; Ramsay, Georgina; Irwin, Evonne; Miles, Lauren

doi:10.1080/13562517.2017.1332028

Cited by 54 publications

(44 citation statements)

References 34 publications

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“…These findings can also be related to the investigation of Baker et al (2018) who explored the types of support refugee students at universities rely on most. In their study, the authors differentiate between hot ("signifying familial and community-based 'grapevines' of information"), warm ("information by a person who is distant, but with whom there is 'perceived synergy'") and cold ("formal, institutional sources of information") types of support (Baker et al 2018, 6).…”

Section: Online Education For Refugeesmentioning

confidence: 77%

“…Given these living conditions, studying successfully in a MOOC could well be challenging or of less priority. (d) Preference of blended learning: The findings that online education with face-to-face elements seems to have a high priority across online education projects for refugees (Colucci et al 2017;GIZ 2016), a general preference for 'warm support' (Baker et al 2018), and the sometimes negative image of online education (Fincham 2017) might also explain the relatively low MOOC completion numbers among Kiron students. (e) Low-threshold approach: A different usage and uptake pattern might also be a consequence of the low-threshold approach as such.…”

Section: Course Completionmentioning

confidence: 99%

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Refugees and online education: student perspectives on need and support in the context of (online) higher education

Halkic

Arnold

2019

Learning, Media and Technology

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Online education and in particular Massive Open Online Courses (MOOCs) are often regarded as a way to solve global educational challenges. In this article, we highlight the students' uptake of such a 'digital solution'. Presenting initial findings from a research project in Germany, we situate our investigation in the specific context of digital educational offers for refugees, using Kiron Open Higher Education as an example. Kiron has designed an innovative academic model, with MOOCs at its core, to ease refugees' access into higher education. Drawing from student data of 1375 Kiron students we look at students' actual usage of the offer and the accompanying support services as well as the difficulties refugee students face while navigating online higher education. Results show, amongst others, rather low completion rates in the online courses and point to a much more nuanced picture of how students make use of the offerputting online education as an easy, straightforward formula to the integration of disadvantaged students into question.

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Section: Online Education For Refugeesmentioning

confidence: 77%

Section: Course Completionmentioning

confidence: 99%

Refugees and online education: student perspectives on need and support in the context of (online) higher education

Halkic

Arnold

2019

Learning, Media and Technology

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“…An EvAluAtion of REfugEEs' AccEss to HigHER EducAtion: cAsE of tuRkEy And istAnbul univERsity Asylum seekers and refugees tend to rely on personal interactions and community connections to gather information and advice rather than formal communication tools such as university websites, regulations and guides (Baker, Ramsay, Irwin and Miles, 2018;Berg, 2018;Earnest et al, 2010;Joyce et al, 2010;Kanno and Varghese, 2010). This limits their chances as they often do not receive the support they need, given that their families and friends are also unfamiliar with the system with very few role models around Stevenson and Willott, 2007).…”

Section: Lack Of Information Advice and Guidancementioning

confidence: 99%

Untitled

2019

JICE

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This paper compares the SAT and juken. It does this at three levels of analysis: structure, function, and participant communications. While the prior two rely on publicly available information and established theories, the latter is based on the analysis of data collected from social media. The findings of this paper are that, while the two examinations are structurally and functionally similar enough to appear ready points of comparison, their differences are profound enough to make such comparisons misleading. Among the consequential differences discussed are that, as opposed to the SAT, the juken is a longer, more consequential process that is more likely to impose dependency upon its participants. In combination, these differences result in a higher-pressure process that challenges its participants not only intellectually, but socio-culturally, and characterologically. As a result, this paper suggests that, whereas the SAT serves a functional role in determining university admissions in the US, the juken is a central facet of Japan's institutionalized education and socialization process.And, this paper argues, neither can be properly understood without a third dimension: how those participating in the examinations communicate about their related experiences.This paper provides structural and functional comparisons of these e before investigating how the experience of preparing for them translates into a spontaneous, peer-to-peer conversation conducted over social media. The questions it seeks to answer are 1) How are the two examinations structurally and functionally similar and different in ways that are likely to impact the experiences of those preparing to take them? 2) In what ways does this population communicate amongst itself about their shared preparation experiences? 3) How closely aligned are these structural-functional elements and the intra-group communications they produce and what does this suggest about the experience of preparing for either? Three Lenses: Structure, Function, and CommunicationThe analytical method employed here is an assessment of the examinations through three lenses, each intended to reveal a particular layer of operations. This method was adapted from Banathy (1995). These lenses will be referred to as structure, function, and communication. The structure lens asks the questions, "What is there and how is it organized?". The function lens asks, "What services does it perform? What are its inputs and outputs?". The communications lens asks, "What do those participating in the system communicate to one another about that system?". In combination, these lenses produce a thorough description of these examinations. Structural Comparison: The First Lens SimilaritiesBoth the SAT and juken are first taken during a student's final year of high school in order to satisfy university entrance requirements. While taking the SAT post-high school is entirely permissible and not unheard of, it is also not as institutionalized an option as the post-high school juken. Undoubtedly this is bec...

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“…In the higher education context, there is strong consensus that universities often struggle to provide resources to fully support SfRBs and frequently fail to recognise the rich and diverse range of languages, cultures, knowledges and practices that they bring with them (Stevenson & Willott, 2007Earnest et al, 2010;Gray & Irwin, 2013;Naidoo et al, 2015;Terry et al, 2016;Vickers et al, 2017;Baker et al, 2018b). Consequently, the literature predominantly speaks to the challenges and barriers to participation faced by SfRBs.…”

Section: Introductionmentioning

confidence: 99%

Methodological diversity as an asset for transition‐focused higher education research with students from refugee backgrounds

Baker

Irwin

Taiwo

et al. 2018

Review of Education

Self Cite

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This paper discusses the methodological and logistical complexities that underpin multi‐method, multi‐sited, multi‐phased research with vulnerable communities. The project on which we draw was a 3‐year Australian government‐funded, longitudinal and cross‐sectional exploration of students from refugee backgrounds (SfRBs) as they moved into, through and out of higher education from three different contexts, educational pathways and localities in Australia. While all students entering and participating in higher education may experience challenges, for SfRBs these are compounded by their linguistic and cultural diversity, instability, possible trauma and disrupted schooling. In the project presented in this article, these complexities and their relationships with transitions to higher education were captured through diverse methods and methodologies at three research sites, including longitudinal research with repeat interviews and cross‐sectional, explorative methods. The opportunities provided by this methodological approach far outweighed the ethical and practical difficulties navigated by each of the research teams. The ‘thick’ data produced through prolonged and repeat engagements with a small cohort of participants at one site were made richer through explorations of differing social and geographical contexts across all three sites. Further, our collective interpretations of the data were made more robust through the reciprocity and reflexivity inherent in ethically researching with (not on) SfRBs and through multiple cross‐site research team interactions.

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‘Hot’, ‘Cold’ and ‘Warm’ supports: towards theorising where refugee students go for assistance at university

Cited by 54 publications

References 34 publications

Refugees and online education: student perspectives on need and support in the context of (online) higher education

Refugees and online education: student perspectives on need and support in the context of (online) higher education

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Methodological diversity as an asset for transition‐focused higher education research with students from refugee backgrounds

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