Local inequalities at university: Effects on working-class students’ paths

Nicourd, Sandrine; Samuel, Olivia; Vilter, Sylvie

doi:10.4000/rfp.3153

Cited by 20 publications

(15 citation statements)

References 19 publications

(7 reference statements)

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“…One can therefore suppose that on the one hand these individuals are less motivated, and on the other hand they do not present the academic and social characteristics considered favourable for success. In line with this perspective, Nicourd, Samuel and Vilter (2011) demonstrated that certain territorial disparities, in terms of affiliation to a university, had an effect on the success of students enrolled in first-year Economics and Social Sciences. This is likely a consequence of regional sorting at the start of university, which "leads to the fact that different establishments are in fact representative of the social composition of their environment".…”

Section: National Policies and Local Contextmentioning

confidence: 77%

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

Duguet¹,

Morlaix²

2016

IJHE

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In France, the university has been experiencing a major crisis for several decades in the form of a high rate of student failure, particularly during the licence, or first cycle of studies. This prolonged crisis has led educational researchers to focus on the predictors of student failure in University. This paper reviews the existing literature on both student failure and success in University in the French context. We first conduct a thorough analysis of the various factors explaining failure rates, and then explore in more depth the factors explaining student success, which have thus far been under-researched in France. We identify several types of predicators, including individual-level factors, which have been the focus of extensive research in France over the past number of years, and contextual factors, such as professors' teaching practices, which constitute a relatively novel focus in French educational research.

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Section: National Policies and Local Contextmentioning

confidence: 77%

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

Duguet¹,

Morlaix²

2016

IJHE

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“…Even though the findings vary, depending on the type of study undertaken by students (university or otherwise, long or short type) and the chosen study area, all studies draw the same conclusion: the chances of gaining a higher education qualification are higher for a student who has at least one parent who completed higher education and/or has a management-type profession (De Kerchove & Lambert, 1996;Felouzis, 2000;Lemaire, 2004;Gury, 2007;De Kerchove & Lambert 2001;Dupriez, Monseur & Van Campenhoudt, 2009;Prouteau, 2009;Nicourd, Samuel & Vilter, 2011;Morlaix & Suchaut, 2012;Vermandele, Dupriez, Maroy & Van Campenhoudt, 2012). Given the same age, course of study and option, a student whose parents obtained higher education qualifications, particularly at university level, has "more chances of succeeding the first year of university" (Vermandele et al, 2012, p. 24).…”

Section: Consideration Of Indicators For Identifying Students With a mentioning

confidence: 99%

“…Although the importance of the impact of falling behind during school on success in higher education is subject to debate, all research studies on this subject indicate a negative impact (Beaupère & Boudesseul, 2009 referred to by Morlaix & Suchaut, 2012Droesbeke, 2008;Droesbeke et al, 2001;Gury, 2007;Nicourd, Samuel & Vilter, 2011;Lemaire, 2004). Repeating secondary school years affects the chances of access and success in higher education.…”

Section: Dupont and Lafontainementioning

confidence: 99%

“…Various French studies have also highlighted the great impact of the stream attended in secondary school on the chances of success in higher education (Felouzis, 2000;Lemaire, 2004;Gury, 2007;Morlaix & Suchaut, 2012). According to Nicourd, Samuel and Vilter (2011), all else being equal, it is the variable that has the most significant implications on the educational path. Students who attended technical or vocational education (versus general education) are less likely to go on to higher education and when they do, they are more likely to fail or drop out than their fellow students.…”

Section: Consideration Of Indicators For Identifying Students With a mentioning

confidence: 99%

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El elemento de la equidad dentro del marco para la evaluación de la calidad en la Educación Superior: Desarrollando indicadores para identificar alumnado con elevado riesgo de fracaso universitario, una mirada a la mejora de la igualdad de oportunidades de éxito.

Malaise

Friant

Demeuse

2014

REDU

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Since 2004, the quality of Higher Education in French-speaking Belgium is assessed by the Agency for Quality Assurance in Higher Education (AEQES). Towards this end, each establishment whose academic programmes are reviewed is required to undertake a self-assessment on the basis of a framework listing the aspects to be taken into account. Following an update in 2013, this framework now includes an aspect that formerly did not receive special attention: equity. By introducing El elemento de la equidad dentro del marco para la evaluación de la calidad en la Educación Superior: Desarrollando indicadores para identificar alumnado con elevado riesgo de fracaso universitario, una mirada a la mejora de la igualdad de oportunidades de éxito. Stéphanie Malaise Nathanaël Friant Marc Demeuse Université de Mons, Belgique ResumenDesde 2004, la calidad de la Educación Superior en la Bélgica francófona es evaluada por la Agency for Quality Assurance in Higher Education (AEQES). Con este fin, los programas académicos propuestos por las facultades deben ser autoevaluados sobre un marco de criterios establecidos por dicha autoridad, encargada de su evaluación. Tras una actualización en 2013, este marco incorpora un aspecto que no había sido contemplado en la versión 120 The equity aspect within the framework of the assessment of the quality of Higher Education REDU. Revista de Docencia Universitaria, agosto 2014, 12 (2), 119-141 this aspect in its reference framework, AEQES points to the need for universities not only to turn out graduates with relevant skills but also to ensure that all students enjoy equal opportunities to gain a qualification. However, no target group is identified in the framework, so that each establishment must decide on its own which students or groups of students should receive special attention. Against this background, a joint study by three French-speaking Belgian universities (Demeuse et al., 2013) aims to provide guidance for these assessments. The study makes it possible to identify the most "vulnerable" students by testing indicators of relevance within the framework of differentiated financing for higher education in French-speaking Belgium. The authors first of all define the concepts "quality" and "equity", and then move on to present indicators for identifying students with a higher risk of academic failure in higher education. An analysis of the performance of university undergraduates -in terms of success or failure -makes it possible to quantify the impact of different variables.Key words: Equity, Quality, Evaluation, Higher Education.anterior: la equidad. Con la introducción de este aspecto, la AEQES apunta la necesidad de que las universidades no solo formen a graduados sobre la base de alcanzar las competencias, sino también han de asegurar que todo el alumnado disfrute de las mismas oportunidades de aprendizaje. Sin embargo, este marco no identifica a ningún grupo-objetivo, por lo que cada facultad debe decidir por sí misma qué alumno/a o grupo de alumnado estaría en condiciones ...

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“…Si la prise en compte de ces facteurs inhérents aux étudiants est nécessaire pour une meilleure compréhension de la réussite, l'apprentissage ne relève toutefois pas uniquement de l'apprenant (Delhaxhe, Houart & Pollet, 2011) et il est important de ne pas négliger « les causes d'échec inhérentes au fonctionnement même de l'université » (Duru-Bellat, 1995). C'est ainsi qu'ont été produits des travaux sur les effets de site (Felouzis, 2001), sur les inégalités territoriales (Nicourd, Samuel & Vilter, 2011), sur les dispositifs d'aide aux étudiants (M'Piayi, 1999), sur les effets du tutorat d'accompagnement (Danner, 1999), ou bien encore sur l'efficacité des modes d'organisation pédagogique (Michaut, 2000). Néanmoins, peu de recherches ont porté, en France, sur le rôle des enseignants et plus précisément de leurs pratiques pédagogiques sur la scolarité des étudiants.…”

Section: Introductionunclassified

Perception of lecturers’ pedagogical practices by first year university students and their effect on their studies

Duguet¹

2015

rfp

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Recherches en éducation | juillet-août-septembre 2015Face aux mutations des marchés de l'emploi, quelles politiques de formation ?Perception des pratiques pédagogiques des enseignants par les étudiants de première année universitaire et effets sur leur scolarité Perception of lecturers' pedagogical practices by first year university students and their effect on their studiesAmélie Duguet Édition électronique Éditeur ENS Éditions Édition imprimée Date de publication : 30 septembre 2015 Pagination : 73-94 ISSN : 0556-7807 Référence électronique Amélie Duguet, « Perception des pratiques pédagogiques des enseignants par les étudiants de première année universitaire et effets sur leur scolarité », Revue française de pédagogie [En ligne], 192 | juillet-août-septembre 2015, mis en ligne le 30 septembre 2018, consulté le 03 janvier 2020. URL : http://journals.openedition.org/rfp/4839 ; DOI : 10.4000/rfp.4839 © tous droits réservés 73-94 v a r i a Perception des pratiques pédagogiques des enseignants par les étudiants de première année universitaire et effets sur leur scolarité Amélie DuguetEn France, peu de recherches se sont penchées sur les effets du contexte universitaire et plus particulièrement des pratiques pédagogiques telles que perçues par les étudiants entrant en première année universitaire sur leur scolarité. Aussi ce travail se propose-t-il d'étudier l'effet de la perception de ces pratiques par les étudiants sur leur motivation, leurs manières d'étudier et leur réussite. À l'appui de données recueillies par questionnaires auprès de 734 étudiants inscrits en première année universitaire au sein de cinq filières, il est montré que la perception des pratiques par les étudiants influe particulièrement sur leur motivation et par ce biais, de façon indirecte, sur leurs manières d'étudier et leur réussite.Mots-clés (TESE) : pratique pédagogique, motivation, université, étudiant du premier cycle des études supérieures.

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Local inequalities at university: Effects on working-class students’ paths

Cited by 20 publications

References 19 publications

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

El elemento de la equidad dentro del marco para la evaluación de la calidad en la Educación Superior: Desarrollando indicadores para identificar alumnado con elevado riesgo de fracaso universitario, una mirada a la mejora de la igualdad de oportunidades de éxito.

Perception of lecturers’ pedagogical practices by first year university students and their effect on their studies

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