Lessons on ways to develop self-empowerment

2020 ◽  
Vol 35 (2) ◽  
pp. 61-84
Author(s):  
Bradley James Mays ◽  
Melissa Anne Brevetti
Keyword(s):  
Higher Education ◽  
Lived Experiences ◽  
Physical Disabilities ◽  
Traditional Students ◽  
Academic Community ◽  
Social Progress ◽  
Content Type ◽  
Non Traditional Students ◽  
Insight Into ◽  
Gaining Insight

Purpose Researchers examine the new landscape of higher education, which is changing and evolving in the twenty-first century, as many non-traditional students, especially learners with physical disabilities, are “knocking on the door of higher education” (Harbour and Madaus, 2011, p. 1). Students with physical disabilities must decide how they desire to become engaged (or not) in campus life. This study also provides a theoretical lens of the moral responsibility of the multicultural academic community. Thus, the purpose of this study is to present findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived experiences will require openness for inclusive practices to uplift all students with goals of graduation and employment. Design/methodology/approach This research investigation includes the process of discovery being analyzed and interpreted through participants’ narratives as a rigorous act of coding, imagination and logic to aggregate findings. To elicit the findings most effectively, transcendental phenomenology is the specific qualitative approach chosen for this study. Findings This study includes critical findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived educative experiences. Concerns regarding communication and support are emphasized through the participants in the findings. Research limitations/implications A core limitation would be that this study takes places without regard for historical lived experiences. Social implications Implications exist for this new landscape of Higher Education, as we work beyond the gates of higher education for real-change and social progress. We need to learn about others (non-traditional students) while working toward multicultural competence that should be modeled in academic spaces to impart this knowledge to students to impart into broad society. Let us remember the growth that happens when social support exists, because each person has a value and role in society so that we live together and support each other in lessons of self-empowerment Originality/value This is an original study about learners with physical disabilities and the moral issues of how to create an inclusive, multicultural environment in higher education.

scholarly journals Exploring transformative journeys through a higher education programme in a further education college

2018 ◽  
Vol 60 (6) ◽  
pp. 584-595
Author(s):  
Eddie Rocks ◽  
Peter Lavender
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Traditional Students ◽  
Further Education ◽  
Significant Shift ◽  
Content Type ◽  
Non Traditional Students ◽  
The Uk

Purpose The purpose of this paper is to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has been a policy commitment in the UK to widen participation in education to social groups previously under-represented (Thompson, 2000; Burke, 2012). The consequence is a discourse in which it is argued that higher education has been “dumbed down” to include non-traditional students frequently ill-prepared for academic challenges (Haggis, 2006). This research explored an alternative discourse, proposing that education should be a catalyst for significant social, emotional and intellectual growth, culminating in a transformative experience (Mezirow, 1978a, 1991; Cranton, 2006). Design/methodology/approach In total, 12 non-traditional graduates from a full-time BA programme at a Scottish College of Further and Higher Education were interviewed to determine if graduates experienced significant social, emotional and intellectual growth as a result of participation; what teaching and learning settings make this possible; can it be proposed that graduates can be transformed by the experience of higher education in further education? Findings The findings of the research indicate that the participants all experienced some significant shift in attributes such as confidence, independence and willingness to try new things. How they experience, conceptualise and participate in their social worlds has become more discriminating. The authors conclude by proposing that higher education in further education (HE in FE) can have the potential to provide transformative experiences for non-traditional students. Research limitations/implications The implications of this study lie as much in the nature of the transformative learning experience as in the structures in which education is provided. Additionally, it is proposed that transformative teaching and learning theory may be as significant now as it ever was in understanding the changes which learners experience in higher education study. Limitations of the study include the small number of interviewees who were interviewed more than once in some depth, and the particular setting of one further education college. As in all such research generalisation might be difficult. Practical implications Practically, the research suggests that the authors can learn from how students like the ones featured in the transformation stories experience learning in HE in FE. Despite being seen as “non-traditional” students who return to education with weak learning histories and fragile learner identities, the research has shown that if a nurturing, student-centred approach is adopted by teaching staff, a significant shift in how students see themselves and their place in the world can be achieved. This has significant implications for teaching practice. The findings could be an inspiration and guiding principle for other HE in FE tutors and help them find commonalities in their own work. Social implications The authors argue that education should not be regarded only as an economic-driven activity insofar as most HE in FE programmes are vocational and are geared towards preparation for the workplace. The authors’ key proposition is that education can be a life changing experience that might be considered a transformation. The social implication is that participating in HE in FE could be a catalyst for the development of confident and engaged citizens, ready to make a real contribution to the social world beyond and out-with only the workplace. Within a Freirean framework, this might be transformative education’s most significant contribution to society. Originality/value Transformative learning theory research has mostly been undertaken in informal learning contexts and higher education institutions. There has also been research undertaken on diverse contexts not immediately related to education. In terms of empirical research, however, transformation learning theory in HE in FE is yet unexplored. Yet, it is an ideal learning site to promote transformation because of the relatively small, intimate milieu, typical of colleges. The originality lies in the paucity of other research focused on transformation in an FE context. The value lies in its showing that particular teaching approaches can transform students in this context.

scholarly journals Student assessment in higher education: embargo or empowerment?

2018 ◽  
Vol 10 (2) ◽  
pp. 155-169
Author(s):  
Iain McPhee ◽  
Maria Eugenia Witzler D’Esposito
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Academic Success ◽  
Student Perceptions ◽  
Traditional Students ◽  
Educational Background ◽  
Student Diversity ◽  
Content Type ◽  
Widening Access ◽  
Non Traditional Students

Purpose This study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement. Design/methodology/approach Using qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment. Findings Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed. Research limitations/implications Shifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success. Practical implications The paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students. Social implications The study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study. Originality/value This paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.

Chinese and Vietnamese international students in Australia

2018 ◽  
Vol 32 (7) ◽  
pp. 1278-1292 ◽  
Author(s):  
Huong Le ◽  
Jade McKay
Keyword(s):  
Higher Education ◽  
International Students ◽  
Chinese Students ◽  
Teaching Quality ◽  
Support Staff ◽  
Content Type ◽  
Actual Experience ◽  
The Voice ◽  
Practical Implications ◽  
Insight Into

Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.

scholarly journals Examining the UK higher education sector through the network of institutional accounts on Twitter

First Monday ◽  
2017 ◽  
Vol 22 (5) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Education Sector ◽  
University Rankings ◽  
Social Media Platforms ◽  
The Uk ◽  
Network Metrics ◽  
Uk Higher Education ◽  
Insight Into ◽  
Gaining Insight

Web link mining has been previously used as a way of gaining insight into how the Internet may be replicating or reshaping connections between institutions within the higher education sector. Institutions are increasingly active on social media platforms, and these connections have not been studied. This paper presents an exploratory analysis of the network of UK higher education institutional accounts on Twitter. All U.K. institutions have a presence. Standing in recent university rankings is found to be a significant predictor of several network metrics. In examining the communities present within the network, a combination of ranking and geolocation play a role. Analysis of a sample of tweets which mention more than one U.K. higher education institution provides an indication of why the topics of tweets would reinforce prestige and location in the network structure.

Mentoring dyads in higher education: It feels lucky, but it's more than luck

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela Fitzgerald ◽  
Noeleen McNamara
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Content Type ◽  
Body Of Knowledge ◽  
Self Study ◽  
Formal Mentoring Programs ◽  
Formal Mentoring Program

PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

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