Strangers in a Strange Land: Participation and Withdrawals on University Certificates

Benn, Roseanne

doi:10.1080/02660830.1995.11730625

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…Development of modular courses which allow students greater choices and greater flexibility in terms of attendance and completion times have increased the accessibility of HE for mature students and hence equality of opportunity. Benn (1995) investigated participation and withdrawals on certificate programmes at Exeter University. The certificate programme is open-entry, part time and award bearing and was developed to meet the needs of mature students.…”

Section: Access and Recruitmentmentioning

confidence: 99%

Marketing of Further and Higher Education: an equal opportunities perspective

Coates¹

1998

Journal of Further and Higher Education

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College and universities are wanting to recruit more students from a wider base giving them access to further and higher education. This requires institutions to market their courses effectively to prospective consumers. In educational terms the consumer is the student. This article explores the links between marketing models and the ways that colleges and universities have addressed the issue of equality of opportunity and wider access.

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Section: Access and Recruitmentmentioning

confidence: 99%

Marketing of Further and Higher Education: an equal opportunities perspective

Coates¹

1998

Journal of Further and Higher Education

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“…His model has also been challenged by Brunsden et al (2000) for over reliance on generic factors and by Ozga and Sukhnandan (1998) for insufficient attention to context, hence incapable of adapting to increasingly diverse student populations. Higher Education retention rates differ across a wide range of factors including age of students (Ozga and Sukhandan, 1998;Yorke, 2000;Hall, 2001 andMorgan et al 2001); subject studied (Johnes, 1990;Woodley et al 1992;Yorke, 1998;Hall, 2001 andMorgan et al, 2001); socio-economic background (Raab, 1998;Hall, 2001); institution (HEFCE, 1999;Morgan et al 2001); qualifications on entry (HEFCE, 1999;Morgan et al, 2001); length of time on course (Yorke, 2000); mode of study (Benn, 1995); and job prospects at the time of withdrawal (Rome and Lewins, 1984). Braxton, J. M. and Lien, L. A.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Effective student motivation commences with resolving ‘dissatisfiers’

Prescott

Simpson

2004

Journal of Further and Higher Education

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The evolution in students' expectations based on Maslow's theory of human motivation shows a transition from expectations having an effect upon motivation towards those providing a satisfactory experience. Maslow's argument was that once the lower level needs such as physiological and safety needs are met other higher needs emerge. In the context of student motivation, once environmental conditions are satisfied, the individual becomes dominated by the unsatisfied needs and other hygiene factors related to their studies dominate their experience and expectations. However, the environmental conditions must be satisfied before progress to other levels will succeed. Failure to address these basic issues at the commencement of a student's course of study can lead to absence and the subsequent lack of academic integration is a significant contributor to withdrawal.

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Strangers in a Strange Land: Participation and Withdrawals on University Certificates

Cited by 2 publications

References 1 publication

Marketing of Further and Higher Education: an equal opportunities perspective

Marketing of Further and Higher Education: an equal opportunities perspective

Effective student motivation commences with resolving ‘dissatisfiers’

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