What (and who) works in widening participation? Supporting direct entrant student transitions to higher education

Abstract

This article considers support programmes for direct entrant (DE) student transitions as a widening participation strategy. We reflect upon one induction and support project with 27 students transitioning from further education into the second year of undergraduate social science degree programmes in a Scottish university. We use focus group data to discuss what works (barriers to successful transitions, project successes and limitations) and primarily who works; how responsibility for supporting DE student transitions is distributed and which students benefit. Original findings confirm existing evidence that becoming an 'independent learner' is a challenge for DE students. However, analysis problematizes and significantly expands existing understandings of relationships with staff and peer support, and contributes new insight into how the materiality and everyday logistics of the university relate to DE student transitions. We argue for more institutionally embedded approaches to supporting student transitions, including resourcing academic staff to develop and provide this support.

The staff–student co-design of an online resource for pre-arrival arts and humanities students

“…Giving pre-arrival students a better ‘sense’ of being ready for learning at university was considered especially important for widening participation students: students from lower socio-economic backgrounds, minority ethnic and first-in-family into Higher Education (Breeze et al, 2020; Chrowdy et al, 2013). These students are often less likely to have a friend or family member who they can ask what university is like and to turn to for guidance.…”

Transition to higher education; prospective and retrospective student experiences

“…Integrating induction into the academic offer ensures that all students can benefit from it (Thomas, 2012), but how may this be achieved in practice? Building relationships with staff is key: it is an integral part of helping students develop a sense of belonging and identity within higher education (Zepke & Leach, 2010;Briggs et al, 2012;Thomas, 2012;Cheng et al, 2015a;Tett et al, 2017;Breeze et al, 2018). Early contact with staff and small group work have been shown to aid transition (Brooman & Darwent, 2014), as has fostering positive relationships with peers and staff (Tett et al, 2017).…”

Student– Public– Sociologist: On Dialogue with our First Public, and in Widening Access to Higher Education

“…Improving dialogue between academics/lecturers and first public, balancing the power dynamic and demystifying HE can also begin to be achieved via institutionally embedded WP initiatives as well as simple, individual changes to teaching (Sosu et al 2016;Thomas et al 5 2017; Breeze et al 2018). Some students find lecturers stand-offish and are put-off asking for help due to difficulties in establishing trusting enough relationships with them (HEA 2013; Meharg et al, 2017).…”

“…I attempt to conduct lectures, facilitate seminars, write papers and book chapters in a tone that is as accessible to all as possible, while recognising that an appropriate amount of academic challenge and dissemination is still necessary. I have been in discussion elsewhere (Christie and Johnson 2017;Breeze et al 2018) about the academic and personal labour one must invest, however, in this occasionally more informal and fluid pedagogical approach.…”