Traditional practice for non-traditional students? Examining the role of pedagogy in higher education retention

Roberts, Steven D. (2011) Traditional practice for non-traditional students? Examining the role of pedagogy in higher education retention. Journal of Further and Higher Education, 35 (2). pp. 183-199. ISSN 0309-877X. (doi:https://doi.org/10.1080/0309877X.2010.540320) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1080/0309877X.2010.540320

Abstract

The current agenda for widening participation (WP) promotes equal access to higher education (HE), yet it also implicitly requires institutions to develop support strategies to ensure a successful learning experience and good retention for different groups of students. The objective of this article is predominantly reflected in the latter goal and considers student retention, rather than recruitment. Specifically, it focuses on whether non-traditional students' experiences of teaching environments could potentially contribute to 'drop-out', ultimately enhancing our understanding of what role pedagogy might play in WP retention strategies. Using a qualitative framework, the views of a group of non-traditional students are presented, focusing specifically on their experience of teaching provision, and the extent to which it matched their expectations of HE. Consideration is then paid to the students' views to garner an account of solutions they deem to be essential in tackling negative experiences and subsequent attrition. The present project should have wider appeal for those interested in understanding how student-centred research can help deal with the challenges faced by WP students. © 2011 UCU.

Item Type: Article
Uncontrolled keywords: References
Subjects: H Social Sciences
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research
Faculties > Social Sciences > School of Social Policy Sociology and Social Research > Medway
Depositing User: Mita Mondal
Date Deposited: 04 Apr 2014 10:15 UTC
Last Modified: 19 Jun 2014 08:23 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/39014 (The current URI for this page, for reference purposes)
  • Depositors only (login required):