Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 94-116 |
| Number of pages | 23 |
| Journal | Widening Participation and Lifelong Learning |
| Volume | 21 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1 Mar 2019 |
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Keywords
- widening participation, holistic, life cycle approach, transition, impact.
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Widening participation through the Learner Life Cycle. / MacFarlane, Karen.
In: Widening Participation and Lifelong Learning, Vol. 21, No. 1, 01.03.2019, p. 94-116.Research output: Contribution to journal › Article
TY - JOUR
T1 - Widening participation through the Learner Life Cycle
AU - MacFarlane, Karen
N1 - Acceptance requested (not found online) x 2 AAM: 18m embargo (set statement from Romeo and link to publisher policy) Applied 'Other' Exception - file uploaded > 3m from acceptance but before publication. ET 13/5/19
PY - 2019/3/1
Y1 - 2019/3/1
N2 - The global movement towards a mass system of higher education has placed increasing emphasis on the concept of student transition, particularly as this relates to the challenge of widening participation for under-represented groups. Despite this, the area remains under-researched and evidence of impact of widening participation activities is scant. In addition, there is a dearth of institutional case studies which illustrate transition support for widening participation in action. Drawing on the experiences of Glasgow Caledonian University, this paper argues that transition into, through and out of higher education for learners from disadvantaged backgrounds is best facilitated when a life cycle approach to students in transition is employed. From consideration of the policy context in Scotland, current research and institutional responses, the paper advocates the life cycle model, as developed by Milburn, usefully delineated as, 'getting ready', 'getting in', 'staying in' and 'getting on' in higher education. Institutional case studies of good practice validate this life cycle approach to managing transitions, illustrating a positive shaping of widening participation responses and enhancement of the student experience.
AB - The global movement towards a mass system of higher education has placed increasing emphasis on the concept of student transition, particularly as this relates to the challenge of widening participation for under-represented groups. Despite this, the area remains under-researched and evidence of impact of widening participation activities is scant. In addition, there is a dearth of institutional case studies which illustrate transition support for widening participation in action. Drawing on the experiences of Glasgow Caledonian University, this paper argues that transition into, through and out of higher education for learners from disadvantaged backgrounds is best facilitated when a life cycle approach to students in transition is employed. From consideration of the policy context in Scotland, current research and institutional responses, the paper advocates the life cycle model, as developed by Milburn, usefully delineated as, 'getting ready', 'getting in', 'staying in' and 'getting on' in higher education. Institutional case studies of good practice validate this life cycle approach to managing transitions, illustrating a positive shaping of widening participation responses and enhancement of the student experience.
KW - widening participation, holistic, life cycle approach, transition, impact.
U2 - 10.5456/WPLL.21.1.94
DO - 10.5456/WPLL.21.1.94
M3 - Article
VL - 21
SP - 94
EP - 116
JO - Widening Participation and Lifelong Learning
JF - Widening Participation and Lifelong Learning
SN - 1466-6529
IS - 1
ER -