Introduction to Perspectives on Diverse Student Identities in Higher Education

2018 ◽  
pp. 1-11
Author(s):  
Patrick Blessinger ◽  
Jaimie Hoffman ◽  
Mandla Makhanya
Keyword(s):  
Higher Education ◽  
Diverse Student ◽  
Student Identities

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

Indigenous Student Experience in Higher Education

2022 ◽  
pp. 254-266
Author(s):  
Lawrence F. Camacho ◽  
Arline E. Leon Guerrero
Keyword(s):  
Higher Education ◽  
Student Experiences ◽  
Indigenous Students ◽  
University Campuses ◽  
College And University ◽  
Indigenous Student ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Education Today ◽  
College And University Campuses

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

Diversity and Design

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Debbie Holley ◽  
Martin Oliver
Keyword(s):  
Higher Education ◽  
Inner City ◽  
Course Design ◽  
Stage Model ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The Status ◽  
Inclusive Business ◽  
E Learning

Higher Education Institutions have worked to make equality of access to electronic curriculum resources the ‘status quo’. However, there is evidence that simply providing e-learning – no matter how well intentioned – is insufficient to address the problems that students are experiencing. A three stage model has been developed through analysis of students’ learning experiences at an inner-city, post-1992 University to illustrate how students have to negotiate their engagement with Higher Education. The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be considered as high, medium and low risk in terms of retention. The value of this model for design and analysis of courses is located within the debate of how inclusive business schools curricula are for a diverse student body.

The importance of engaging students on public assistance: New insights and recommendations for practice

2019 ◽  
Vol 37 (3) ◽  
pp. 341-364
Author(s):  
Nicole M Elias ◽  
Madeleine Marrin
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Public Assistance ◽  
Social Welfare Policy ◽  
Access To Higher Education ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Policy Shifts

Student engagement in institutions of higher education has become a central priority for educators and administrators. What “student engagement” means for a diverse student body is an important question for public institutions with justice-related missions. As social welfare policy shifts to allow more recipients of public assistance access to higher education, research regarding their engagement experiences remains scarce. To support a socioeconomically diverse student body, consistent with the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) standards, this project explores the nature of engagement among student recipients of public assistance by asking the following research questions: what forms of engagement with students on public assistance take place? Why is engaging students on public assistance important? How can we foster greater engagement with students on public assistance? To answer these questions, student and faculty focus groups are conducted. From this analysis, we highlight normative implications of engaging a socioeconomically diverse student population and present recommendations for fostering greater engagement.

Unleashing Dormant Diversity

2011 ◽  
pp. 199-217
Author(s):  
Amanda E.K. Budde-Sung ◽  
Anthony Fee
Keyword(s):  
Higher Education ◽  
Cross Cultural ◽  
Diverse Student ◽  
The Cross ◽  
Student Audience

The chapter will begin with a discussion of the increasing diversity in today’s classrooms and the current pedagogies in higher education, and then move to the challenges of a diverse student audience, followed by the benefits of using video to meet these challenges, finally offering some practice-based suggestions on using video in the cross-cultural classroom.

Development and Evaluation of a Generic Re-Purposable e-Learning Object on Data Analysis

2010 ◽  
pp. 14-28
Author(s):  
Jillian R. Griffiths ◽  
Jenny Craven
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
21St Century ◽  
Personal Experience ◽  
Learning Object ◽  
Diverse Student ◽  
E Learning ◽  
Uk Higher Education ◽  
Diverse Student Population

This case describes the development of a re-purposable learning object for higher education. There is evidence of an increasingly diverse student population in UK higher education, where the sector is currently faced with re-positioning itself in order to meet the challenges of higher education in the 21st century. This has resulted in a new emphasis in education on supporting the learner, in collaboration with peers and tutors, through a lifetime of education, both within and outside the classroom. These factors, together with personal experience in teaching students data analysis have been instrumental in the formation, by the authors, of the conception of the Analyse This!!! learning object described in this case study. In June 2008 Analyse This!!! was successfully launched, and it is hoped that it will prove to be a useful resource for students and staff alike, across many different subject disciplines and across different institutions.

College Student Reception of Next-Generation Learning and Effective Approaches for Instructors

2018 ◽  
pp. 306-324
Author(s):  
Donna M. Farina ◽  
Natalia Coleman
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Success ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Next Generation ◽  
Diverse Student ◽  
New Learning ◽  
Student Reactions ◽  
Diverse Student Population

Next-generation learning (NxGL) approaches have been applied to improve learning outcomes for the diverse student population of New Jersey City University (NJCU), one of the top hundred most diverse institutions of higher education in the country. This chapter focuses on the variety of reactions that diverse students, both undergraduate and graduate, can have to unknown or unfamiliar learning experiences, as they move through different stages of adjustment to the next-generation classroom. The chapter discusses how instructors can anticipate common student reactions and what they can do to guide students toward successful participation in NxGL. The improved skills of the instructor will allow students to benefit to the fullest possible extent from new learning opportunities. If the instructor feels at home with next-generation teaching and learning, this will increase the potential for student success as well as satisfaction with these approaches.

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