The student experience of undergraduate students: towards a conceptual framework

Abstract

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence Newcastle University ePrints-eprint.ncl.ac.uk Jones JR. The student experience of undergraduate students: towards a conceptual framework.

How is disability portrayed through Welsh universities’ Disability Service web pages?

“…The sample web pages primarily focus on academic support and financial considerations, with little discussion about enabling access and participation in cultural or social activities that are widely acknowledged to be central to the student experience (Brook et al 2014;Jones 2018;Martin et al 2019;Morgan 2012). The focus of the web pages is overwhelmingly on the classroom experience, or activities relating to it, which mirrors what DSA will fund.…”

“…It is understood that this also likely reflects the alignment between these web pages and the exclusively academic provision the DSA will fund, although this is not explicitly stated. However, if these pages are to represent access considerations for disabled applicants, a bleak picture is painted of the potential to engage accessibly with cultural, social and other holistic elements of the student experience, which have been highlighted by many as central to student life (Brook et al 2014;Jones 2018;Martin et al 2019;Morgan 2012). It could be argued that these access considerations are explored elsewhere on the web pages of other departments such as Accommodation, Students' Union, Libraries and other professional services.…”

An Empirical Model: Jewish and Muslim Women Students in Israel Gaining Empowerment Through Higher Education

“…Perceiving higher education as a resource means that the individual envisages the realization of her latent potential through education, for example by utilizing personal abilities; developing a professional career and achieving financial prosperity; making social contacts and establishing friendships; enriching her traditional role with newly acquired knowledge in order to improve her lifestyle; and expanding her potential for social or political promotion within her community of origin. This is a process of empowerment, meaning that the individual is able to take advantage of the realization of latent resources and strengthen personal capabilities to perform academic tasks at the university, such as writing, critical reading and thinking, improving proficiency in communication, verbal expression and the ability to convince others; and initiating actions for one's own sake and for the sake of others (Gilat, 2006;Gilat & Hertz-Lazarowitz, 2008;Jones, 2017).…”

“…Empowerment through higher education is ideally seen as a continuous holistic process engaging cognitive, psychological, economic and political dimensions to achieve emancipation. Empowerment in its emancipatory meaning carries wide-ranging implications (Stromquist, 2013b, p. 13)-it brings up the question of personal agency (Gilat, 2015, p. 54;Jones, 2017) rather than reliance on intermediaries, links actions to needs, and results in significant collective change. Therefore, women's perception of higher education as a knowledge resource can be viewed as their ability to identify the potential inherent in it, including the actions they take to mobilize this potential for themselves in the emancipatory sense (Stromquist, 2013b, p. 13) of self-empowerment.…”

First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement

“…More investigation is needed to further understand the complex phenomena of approaching learning in the first semester in college, for example, examining the role played by teachers' approaches to teaching (Rosário et al, 2013b(Rosário et al, , 2014b, the characteristics of the curricular units, the support and feedback delivered by faculty in class, and the teaching and learning microprocesses that occur in the classroom (e.g., number and type of questions asked in class by faculty and students) (Karagiannopoulou and Milienos, 2015;Jones, 2018;Lu and Wu, 2018;Ribeiro et al, 2019). Findings would shed light on the real class dynamics between students' engagement and teachers' styles, teaching practices, and behaviors (Reeve and Tseng, 2011).…”