Accessing HE for non-traditional students: ‘Outside of my position’
dc.contributor.author | Webber, Louise | |
dc.date.accessioned | 2017-11-24T17:31:29Z | |
dc.date.available | 2017-11-24T17:31:29Z | |
dc.date.issued | 2014-01-02 | |
dc.identifier.issn | 1359-6748 | |
dc.identifier.issn | 1747-5112 | |
dc.identifier.uri | http://hdl.handle.net/10026.1/10272 | |
dc.description.abstract |
Widening participation within higher education and increasing social mobility have been high on the agendas of former and current governments. This paper examines the admissions procedure of a Foundation degree in Early Years programme using Bourdieu's concept of capital as a vehicle for analysis. During the process of an admissions interview, the interviewer is required to make decisions regarding a student's suitability to fit into the existing field of the programme as they often feel it is outside of their position. The stories of three non-traditional students are explored to highlight existing capital and dispositions that they bring to the programme. Research findings showed that there are many variables that impact on a student's ability to gain entry and be successful on an HE programme, including accumulation of capital, emotional drivers and potential to acquire capital throughout the programme. © 2014 Further Education Research Association. | |
dc.format.extent | 91-106 | |
dc.language | en | |
dc.language.iso | en | |
dc.publisher | Informa UK Limited | |
dc.subject | Behavioral and Social Science | |
dc.subject | Basic Behavioral and Social Science | |
dc.title | Accessing HE for non-traditional students: ‘Outside of my position’ | |
dc.type | journal-article | |
dc.type | Journal Article | |
plymouth.issue | 1 | |
plymouth.volume | 19 | |
plymouth.publication-status | Published | |
plymouth.journal | Research in Post-Compulsory Education | |
dc.identifier.doi | 10.1080/13596748.2014.872936 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA23 Education | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dc.identifier.eissn | 1747-5112 | |
dc.rights.embargoperiod | Not known | |
rioxxterms.versionofrecord | 10.1080/13596748.2014.872936 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.type | Journal Article/Review |