Transforming the Learning Experiences of Non-traditional Students: A perspective from higher education

Bamber, John; Tett, Lyn

doi:10.1080/713695715

Cited by 74 publications

(59 citation statements)

References 3 publications

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“…Graham and Donaldson, 1999;Bamber andTett, 2001 andBowl, 2003) which state that non-traditional students are more likely to face difficulties in integrating into student life, constructing assignments and understanding academic language, interviews with my own cohort of similar students supported an alternative, more positive view. In support of research by Reay, Crozier and Clayton (2009) I found that all of my respondents who shared the characteristics of nontraditional students, appeared to relish their time at university and reported that they enjoyed writing about a variety of subjects and took an active part in seminars.…”

Section: Widening Access To What?mentioning

confidence: 99%

Beyond graduation: The trajectories of graduates in North Wales

Crew¹

2015

PPP

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Higher Education (HE) is in a state of transformation, with the economic recession leading to an even greater emphasis on graduate outcomes. Despite a proliferation of literature relating to under-represented groups 'getting ready for', 'getting into' and 'staying in' HE, less attention has been devoted to how they 'get on', post graduation, particularly in the long term. Existing UK research suggests that graduate opportunities are influenced by pre-entry characteristics, institution attended and subject studied. However it is noted that the majority of studies focus on first destinations (six months after graduation). This reflects the first six months after graduation and single outcomes. As a result this ESRC-funded study investigated graduates' long term trajectories up to four years after graduation. The mixed methods study focused on graduates from three different types of degree awarding institutions in North Wales and on three specific subjects -chosen for contrast and convenience. Half of the sample self identified as being non-traditional students. The study revealed that those graduates who defined themselves as being non-traditional students were more likely to have multiple outcomes or be in temporary employment, to have disrupted trajectories and lack social networks. This has serious implications for wider issues of social justice within education.

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Section: Widening Access To What?mentioning

confidence: 99%

Beyond graduation: The trajectories of graduates in North Wales

Crew¹

2015

PPP

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“…For example, Bamber and Tett (2000) refer to the "crisis of entitlement" experienced by many working-class adults entering higher education for the first time, whereas Anderson, Day, and McLauglin (2008), in a study of professionals studying on a taught master's program, found that students were "agentic with, rather than against the grain of the academy," accepting without resistance that their efforts should be framed within academic research and writing practices. In the South African context, however, many Black, working-class, adult learners who enter the academy bring with them a history of activism in social movements and traditions of social critique of dominant power relations.…”

Section: Pedagogy and Curriculum: Complex And Contested Evaluative Crmentioning

confidence: 99%

Activists Within the Academy: The Role of Prior Experience in Adult Learners’ Acquisition of Postgraduate Literacies in a Postapartheid South African University

Cooper

2010

Adult Education Quarterly

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The article takes as a case study a group of disability rights activists who were given access to a master's program via Recognition of Prior Learning. The question explored is "Can adult learners' prior experiential knowledge act as a resource for the successful acquisition of postgraduate academic literacy practices?" The analysis is framed theoretically by Bourdieu's notions of habitus, capital, and field. It is argued that adult learners' acquisition of postgraduate literacies is an outcome of the interplay between three factors: (a) student habitus and dispositions, (b) pedagogic agency, and (c) the nature of the disciplinary field. Although the program under investigation made complex demands on students, lecturers' understanding of student habitus enabled students' prior experiential knowledge to be tapped as a resource. However, students also exercised agency in negotiating the forms of academic habitus acquired, and the trajectory of their agency involved a mix of accommodation, resistance, and challenge.

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“…More broadly, the authors see the TEP instantiation of the broader field of scholarship pertaining to experiential learning (Bamber & Tett, 2000;Boud, Cohen & Walker, 1993) as an effective engagement with the dynamic tension between diversity and commonality in relation to Indigenous Australian students at CQU. Certainly the success of this engagement is not guaranteed or necessarily permanent.…”

Section: Indigenous Students and Experiential Learningmentioning

confidence: 99%

Indigenous, pre-undergraduate and international students at Central Queensland University, Australia: three cases of the dynamic tension between diversity and commonality

Bowser

Danaher

Somasundaram

2007

Teaching in Higher Education

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While diversity and commonality are not necessarily contradictory aspirations in relation to contemporary teaching in higher education, they exist potentially in a state of dynamic tension, fostered by market-based and government-induced policies that strive to have the largest and widest possible client or customer base while reducing costs by standardising delivery and assessment. This paper explores this dynamic tension between diversity and commonality through three empirical cases of different types of students at Central Queensland University in Australia: Indigenous, pre-undergraduate and international students. The paper presents an analytical synthesis of the particular teaching strategies developed by academic staff working with students in each case: experiential learning, transformative learning and culturally situated pedagogy. The authors argue that these strategies constitute a potentially effective means of helping to resolve the dynamic 2 tension between, and of unravelling the Gordian knot linking, diversity and commonality in Australian contemporary higher education.3

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Transforming the Learning Experiences of Non-traditional Students: A perspective from higher education

Cited by 74 publications

References 3 publications

Beyond graduation: The trajectories of graduates in North Wales

Beyond graduation: The trajectories of graduates in North Wales

Activists Within the Academy: The Role of Prior Experience in Adult Learners’ Acquisition of Postgraduate Literacies in a Postapartheid South African University

Indigenous, pre-undergraduate and international students at Central Queensland University, Australia: three cases of the dynamic tension between diversity and commonality

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