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dc.contributor.authorGibson, S
dc.contributor.authorChapman, Ariel
dc.contributor.authorO'Sullivan, C
dc.contributor.authorPritchard, C
dc.date.accessioned2018-09-06T14:25:22Z
dc.date.issued2018-08-25
dc.identifier.issn1356-2517
dc.identifier.issn1470-1294
dc.identifier.urihttp://hdl.handle.net/10026.1/12233
dc.description.abstract

This paper presents a small-scale qualitative study, which addressed stories of ‘becoming an undergraduate student’. The work took place in one university in the South West of England and involved 4 researchers, 4 co-researchers (undergraduate students) and 12 students from a Faculty of Arts and Humanities. Stories of ‘becoming student’ were perceived and experienced by the researchers as containing complex histories, intertwined with problematic systemic processes, which combined to create challenging, political and diverse realities for students. There was a consensus amongst the researchers that institutional practices did not work to uncover these lived experiences, nor aim to understand them. The study aimed to gain further insight into what becoming a student entails, how ‘student’ is positioned by the academy and to consider how future practices could make transitions into the student world more visible, shared and understood. The work highlights how processes and experiences of becoming an undergraduate student are wide, varied and complex but there are common matters of concern; issues of resources, the importance of student networks and the impact of external perceptions. The authors suggest that if these aspects of the student world were made more visible and understood, Higher Education (H.E) may be better prepared to support positive student transition, success and overall experience.

dc.format.extent819-833
dc.languageen
dc.language.isoen
dc.publisherTaylor & Francis (Routledge)
dc.subjectStudent experience
dc.subjectStudent transition
dc.subjectStudent success
dc.subjectStudent identity
dc.titleExploring transitions into the undergraduate University world using a student-centred framework
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000486255600001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue7
plymouth.volume24
plymouth.publication-statusPublished
plymouth.journalTeaching in Higher Education
dc.identifier.doi10.1080/13562517.2018.1511538
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/PS - Human Resources
plymouth.organisational-group/Plymouth/PS - Library and Educational Development
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2018-08-06
dc.rights.embargodate2020-2-25
dc.identifier.eissn1470-1294
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/13562517.2018.1511538
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2018-08-25
rioxxterms.typeJournal Article/Review


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