‘Some people might say I'm thriving but … ’: non-traditional students' experiences of university

Abstract

The expansion of neo-liberal policies' framing higher education has contributed to an increase in participation rates of students from non-traditional backgrounds. While an increase of a wider range of students might be seen as contributing to a more just and equitable higher education system, research has shown that broadening entry points does not necessarily ensure inclusion or positive experience for these students. This research investigated the experiences of first in family, rural and international students as they transitioned into their first year of university. Focus group interviews and surveys were used to collect data. Using Bourdieu's theory of field, habitus and capital as well as Weiss's dimensions of loneliness findings illuminate a number of poignant experiences for non-traditional students. We suggest that facilitating the transition for non-traditional students might require a cultural change by universities and a move away from the notion that the students need to ‘adapt’ to university. Rather, the evolving university might provide for increasingly diverse student cohorts by embracing their habitus and unique features.

Keywords:

• higher education
• non-traditional students
• Bourdieu
• capital
• loneliness

Notes on contributors

Anna-Maria Meuleman completed higher degree studies at the University of South Australia, School of Education. As an international student her thesis focused on the experiences of non-traditional students in their first year of study at university. Her theoretical framework stems from the work of Bourdieu around field, capital and habitus as well as Weiss's dimensions of loneliness. Currently, Anna is pursuing further study in her home country of Germany.

Robyne Garrett Ph.D. is a lecturer in physical education, dance and methodology in the School of Education at the University of South Australia. Her research interests include gender, critical pedagogies, embodiment and dance. Current projects include new pedagogies in HPE for disadvantaged students, well-being of non-traditional university students, and embodied pedagogies. Her teaching focuses on supporting student teachers to develop and implement critical and embodied pedagogies.

Alison Wrench Ph.D. is a lecturer in Health and Physical Education in the School of Education at the University of South Australia. Her research interests include socially critical pedagogies, identity work and gender issues related to health and physical education, sport and physical activity more generally. Recent research projects include interrelationships between teacher subjectivities and pedagogical practices, and the significance of embodiment and the affective domain to teacher and student subjectivities and inclusive pedagogical practices for disadvantaged students.

Sharron King Ph.D. is a Senior lecturer in the School of Health Sciences at the University of South Australia, currently teaching foundation courses in Human Physiology. Her research interests broadly focus on issues of health and well-being with particular emphasis on the concept of thriving in the workplace and adult learning environments. Recent projects include a funded project on staff and student's expectations and experiences of university study, as well as collaborative research on the affective domain of teaching, and the factors impacting on student's physical, social and emotional health during significant transitions.