A whole provider approach to widening participation: a phenomenographic case study exploring the perceptions and experiences of staff and students working in a widening participation role

2021 ◽  
Vol 23 (1) ◽  
pp. 5-30
Author(s):  
Rebecca Maccabe
Keyword(s):  
Holistic Approach ◽  
Widening Participation ◽  
Structured Interviews ◽  
Underrepresented Groups ◽  
Graduate Employment ◽  
Diverse Student ◽  
Phenomenographic Study ◽  
Support Students ◽  
Diverse Student Population

The marketisation of higher education (HE) has resulted in an increasingly diverse student population and a need for providers to support students from underrepresented groups to access, succeed in and progress from HE. Embedding widening participation (WP) can pose a challenge to HE providers as it is not only about access, but also about offering support throughout the student cycle to graduate employment or further study. This phenomenographic study explores how a whole provider approach to WP is understood, created and sustained to improve equality of opportunity for underrepresented groups. Twelve semi-structured interviews were conducted with staff and students involved in the design and delivery of WP initiatives at Kingston University, the institution in which this study took place. A phenomenographic approach to design and analysis was applied. The Office for Students (OfS) encourage providers to outline a whole provider approach within their access and participation plans (APPs) and this paper seeks to contribute to an understanding of this approach in practice. The results of this study revealed that improved channels of communication are needed to increase staff and student awareness of, engagement in and learning from WP practices to achieve a holistic approach.

scholarly journals STUDENTS’ PERCEPTIONS OF SCHOOLING: THE PATH TO ALTERNATE EDUCATION

2016 ◽  
Vol 7 (3-4) ◽  
pp. 381 ◽  
Author(s):  
Liane Pereira ◽  
Jennifer Lavoie
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
School Context ◽  
School Setting ◽  
Student Experiences ◽  
Structured Interviews ◽  
Behavioural Difficulties ◽  
Diverse Student ◽  
Eighth Grade Students ◽  
Diverse Student Population ◽  
Students With Ebd

<p style="margin: 0cm 0cm 24pt 36pt;"><span style="color: #131413; font-family: Times New Roman; font-size: medium;">Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth’s perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six eighth-grade students participated in semi-structured interviews and created a visual map of their school trajectories. An interpretative phenomenological analysis (IPA) of the data suggested that their schooling was a tumultuous journey that contributed to their emotional, behavioural, and academic struggles, and to their placement in an alternate school program. Students described disrupted school services, lack of supports, a negative school climate, and disengaging instructional strategies as contributing to their difficulties. An understanding of the influence of school context and policy on student behaviour is necessary if we are to improve educational outcomes and properly support child and adolescent development.</span></p>

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.

scholarly journals Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom

2018 ◽  
Vol 37 (2) ◽  
pp. 1-12
Author(s):  
Wendy Rogers ◽  
Nicole Johnson
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Multiple Disabilities ◽  
Significant Disabilities ◽  
Idea 1997 ◽  
Diverse Student ◽  
General Education Classroom ◽  
High Incidence Disabilities ◽  
Support Students ◽  
Diverse Student Population

Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.

Parents as Advocates for Children with IBD at School

2016 ◽  
pp. 1493-1505
Author(s):  
Maria Gordon
Keyword(s):  
Public Schools ◽  
Intestinal Inflammation ◽  
School Experiences ◽  
Physical Symptoms ◽  
Structured Interviews ◽  
Integral Role ◽  
Inflammatory Bowel ◽  
Education Act ◽  
Diverse Student Population

Inflammatory Bowel Disease (IBD) is an “invisible” chronic illness, which is largely internal without significant observable external symptoms. Children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as side effects from the medications. As a result, they necessitate special accommodations while they are in school. The Quebec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. A case study conducted by Gordon (2013) with five families that participated in individual, semi-structured interviews revealed that families with a child with IBD functioned relatively well. These outcomes are contrary to the literature on families of children with disabilities. However, in Quebec public schools, parents and their children experienced teachers who lacked awareness of IBD and who provided insufficient classroom support. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child's behalf. This chapter will present the parents' school experiences and conclude with practical recommendations for teachers and families.

How do principals practise leadership for social justice in diverse school settings? A Hong Kong case study

2018 ◽  
Vol 56 (1) ◽  
pp. 50-68 ◽  
Author(s):  
Elson Szeto ◽  
Annie Yan Ni Cheng
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
Leadership Strategies ◽  
Content Type ◽  
School Communities ◽  
Leadership For Social Justice ◽  
Diverse Student ◽  
Learning Development ◽  
Diverse Student Population

Purpose Empirical research on leadership for social justice is in progress in many parts of the world. The purpose of this paper is to explore principals’ school-leadership journeys in response to social-justice issues caused by specific contextual changes at times of uncertainty. It seeks to answer the following key questions: What social-justice issues do principals identify as arising from their schools’ transformation due to contextual changes? How do principals practise leadership for social justice in response to these contextual changes at different levels? Design/methodology/approach This paper is based on qualitative data from a cross-case study of two principals’ school-leadership journeys. The authors pay particular attention to the understanding of leadership for social justice grounded in principals’ efforts to foster equality in learning development for a diverse student population. Findings Timely adverse conditions may be required to foster leadership for social justice in schools. The principals reacted to contextual changes at several levels, planning and implementing innovative and flexible interventions to ensure equality in students’ learning development. These findings contribute to international accounts of educational leadership. Research limitations/implications This study of leadership for social justice in schools is contextually specific. Therefore, more empirical comparisons of school leadership are required in future studies, as principals’ practices vary between education settings. Originality/value This paper offers insights into the evolution of leadership for social justice in schools in response to contextual changes. Principals’ leadership strategies can be reoriented and their actions reshaped to overcome threats to social justice in schools. Accordingly, although leadership for social justice in school communities is culturally and pedagogically inclusive, it is also socially distinctive.

scholarly journals Positive Health and the happy professional: a qualitative case study

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Caro H. C. Lemmen ◽  
Gili Yaron ◽  
Rachel Gifford ◽  
Marieke D. Spreeuwenberg
Keyword(s):  
Job Satisfaction ◽  
General Practice ◽  
Holistic Approach ◽  
Well Being ◽  
Organizational Structures ◽  
Structured Interviews ◽  
Positive Health ◽  
Health Concept ◽  
Comprehensive Health

Abstract Background Primary care professionals (PCPs) face mounting pressures associated with their work, which has resulted in high burn-out numbers. Increasing PCPs’ job satisfaction is proposed as a solution in this regard. Positive Health (PH) is an upcoming, comprehensive health concept. Among others, this concept promises to promote PCPs’ job satisfaction. However, there is limited research into PH’s effects on this topic. This study, therefore, aims to provide insight into how adopting PH in a general practice affects PCPs’ job satisfaction. Methods An ethnographic case study was conducted in a Dutch general practice that is currently implementing PH. Data collected included 11 semi-structured interviews and archival sources. All data were analyzed thematically. Results Thematic analysis identified three themes regarding PCPs’ adoption of PH and job satisfaction, namely [1] adopting and adapting Positive Health, [2] giving substance to Positive Health in practice, and [3] changing financial and organizational structures. Firstly, the adoption of PH was the result of a match between the practice and the malleable and multi-interpretable concept. Secondly, PH supported PCPs to express, legitimize, and promote their distinctive approach to care work and its value. This strengthened them to further their holistic approach to health and stimulate autonomy in practice, with respect to both patients and professionals. Thirdly, the concept enabled PCPs to change their financial and organizational structures, notably freeing time to spend on patients and on their own well-being. This allowed them to enact their values. The changes made by the practice increased the job satisfaction of the PCPs. Conclusions PH contributed to the job satisfaction of the PCPs of the general practice by functioning as an adaptable frame for change. This frame helped them to legitimize and give substance to their vision, thereby increasing job satisfaction. PH’s malleability allows for the frame’s customization and the creation of the match. Simultaneously, malleability introduces ambiguity on what the concept entails. In that regard, PH is not a readily implementable intervention. We recommend that other organizations seeking to adopt PH consider whether they are willing and able to make the match and explore how PH can help substantiate their vision.

scholarly journals Exploring Nigerian postgraduate students' experience of plagiarism: A phenomenographic case study

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Stella-Maris I Orim ◽  
John W Davies ◽  
Erik Borg ◽  
Irene Glendinning
Keyword(s):  
Academic Writing ◽  
Structured Interviews ◽  
Graduate Studies ◽  
Academic Context ◽  
Postgraduate Students ◽  
Student Plagiarism ◽  
Postgraduate Studies ◽  
Phenomenographic Study ◽  
Nigerian Students

In light of the high number of Nigerian students who gain admission to overseas universities for postgraduate studies, there is an increasing need to understand their background and previous study experiences. There are few studies of the experiences or views of Nigerian postgraduate students about the concept of plagiarism. The occurrence of plagiarism in the writings of some Nigerian students who travel overseas for graduate studies, like that of other students studying in a new academic context, has become a concern in recent times. This paper aims to contribute to the current research on student plagiarism around the world by exploring the concept of plagiarism of Nigerian postgraduate students studying in a United Kingdom university. It presents results from a phenomenographic study which utilised semi-structured interviews to acquire data. In analysing the data, the views expressed by participants, the manner in which these were expressed and the context in which the views were expressed were paramount. Preconceived ideas were put aside while analysing the data, letting the data speak for itself rather than viewing the data from existing theoretical structures or presuppositions. The emerging themes were noted and comparative views of experiences were arrived at from pooling and comparing quotations across several participants. An outcome space was identified and the emerging overarching theme relating to their experiences was found to be the fear of not understanding the underlying concept of plagiarism. The students expressed deep concern about the simultaneous awareness of the need to acquire the requisite academic writing skills and utilising them, while being faced with coursework and looming submission deadlines. The results and their implications are discussed with regards to the students’ adaptation and a way forward is proffered.

scholarly journals Toward Sustainable Environmental Management of Healthcare Waste: A Holistic Perspective

2021 ◽  
Vol 13 (9) ◽  
pp. 5280
Author(s):  
Nouf Sahal Alharbi ◽  
Jawaher Haji Alhaji ◽  
Malak Yahia Qattan
Keyword(s):  
Waste Management ◽  
Holistic Approach ◽  
Legal Framework ◽  
Management Systems ◽  
Structured Interviews ◽  
Healthcare Waste ◽  
Government Hospitals ◽  
Healthcare Waste Management ◽  
Multi Method Approach

The management of healthcare waste requires a sustained and holistic approach involving a range of parties. This is challenging for governments, especially in developing countries, where waste management systems have limited capacities for addressing the issue. Using Saudi Arabia as a case study, this paper followed a multi-method approach, including policy analysis, observation, semi-structured interviews, and a focus group, to explore the country’s healthcare waste management system. The study estimated that Saudi government hospitals across the country, every year, throw away in landfills paper (27,000 tons), plastic (15,000 tons), food (10,000 tons), glass (8000 tons), and metal (7000 tons). Regrettably, all these tons of materials end up in landfills without any form of recycling. A number of challenges were identified, reflecting mainly the lack of a legal framework, waste training, coordination among stakeholders, and social responsibility. This study generated new knowledge about waste management systems by exploring how their performance is shaped by the processes occurring at the policy, organization, and individual levels.

Parents as Advocates for Children with IBD at School

2016 ◽  
pp. 138-150
Author(s):  
Maria Gordon
Keyword(s):  
Public Schools ◽  
Intestinal Inflammation ◽  
School Experiences ◽  
Physical Symptoms ◽  
Structured Interviews ◽  
Integral Role ◽  
Inflammatory Bowel ◽  
Education Act ◽  
Diverse Student Population

Inflammatory Bowel Disease (IBD) is an “invisible” chronic illness, which is largely internal without significant observable external symptoms. Children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as side effects from the medications. As a result, they necessitate special accommodations while they are in school. The Quebec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. A case study conducted by Gordon (2013) with five families that participated in individual, semi-structured interviews revealed that families with a child with IBD functioned relatively well. These outcomes are contrary to the literature on families of children with disabilities. However, in Quebec public schools, parents and their children experienced teachers who lacked awareness of IBD and who provided insufficient classroom support. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child's behalf. This chapter will present the parents' school experiences and conclude with practical recommendations for teachers and families.

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

2012 ◽  
pp. 71-91
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.

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