855
Views
4
CrossRef citations to date
0
Altmetric
Research Articles

‘I’ve changed in every possible way someone could change’ – transformative university transitions

ORCID Icon
Pages 187-207 | Received 09 Feb 2021, Accepted 06 Jun 2021, Published online: 01 Aug 2021

References

  • Adam, B., and C. Groves. 2007. Future Matters: Action, Knowledge, Ethics. Leiden: Brill.
  • Antonucci, L. 2016. Student Lives in Crisis. Deepening Inequality in Times of Austerity. Bristol: Policy Press.
  • Archer, M. 2000. Being Human: The Problem of Agency. Cambridge: Cambridge University Press.
  • Archer, M. 2003. Structure, Agency and the Internal Conversation. Cambridge: Cambridge University Press.
  • Archer, M. 2007. Making Our Way through the World: Human Reflexivity and Social Mobility. Cambridge: Cambridge University Press.
  • Archer, M. 2012. The Reflexive Imperative in Late Modernity. Cambridge: Cambridge University Press.
  • Ashwin, P. 2020. Transforming University Education - A Manifesto. London: Bloomsbury Academic.
  • Ashwin, P., A. Abbas, and M. Monica. 2014. “How Do Students’ Accounts of Sociology Change over the Course of Their Undergraduate Degrees?” Higher Education 67 (2): 219–234. doi:10.1007/s10734-013-9659-z.
  • Ashwin, P., A. Abbas, and M. Monica. 2016. “Conceptualising Transformative Undergraduate Experiences: A Phenomenographic Exploration of Students’ Personal Projects.” British Educational Research Journal 42 (6): 962–977. doi:10.1002/berj.3244.
  • Baker, Z. 2018. “Reflexivity, Structure and Agency: Using Reflexivity to Understand Further Education Students’ Higher Education Decision-Making and Choices.” British Journal of Sociology of Education 1–16. doi:10.1080/01425692.2018.1483820.
  • Bathmaker, A.-M. 2021. “Constructing a Graduate Career Future : Working with Bourdieu to Understand Transitions from University to Employment for Students from Working-Class Backgrounds in England.” European Journal of Education 1–15. doi:10.1111/ejed.12436.
  • Bathmaker, A.-M., N. Ingram, J. Abrahams, A. Hoare, R. Waller, and H. Bradley. 2016. Higher Education, Social Class and Social Mobility - the Degree Generation. London: Palgrave Macmillan UK.
  • Bathmaker, A.-M., N. Ingram, and R. Waller. 2013. “Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game.” British Journal of Sociology of Education 34 (5–6): 723–743. doi:10.1080/01425692.2013.816041.
  • BBC. 2018. “Does It Matter What Degree Grade You Get?” BBC News. https://www.bbc.co.uk/news/education–45939993
  • Belfield, C., J. Britton, F. Buscha, L. Dearden, M. Dickson, L. Van Der Erve, L. Sibieta, A. Vignoles, I. Walker, and Y. Zhu. 2018. “The Relative Labour Market Returns to Different Degrees.” London: IFS. https://www.ifs.org.uk/publications/13036
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
  • Brennan, J., and M. Osborne. 2008. “Higher Education’s Many Diversities: Of Students, Institutions and Experiences; and Outcomes?” Research Papers in Education 23 (2): 179–190. doi:10.1080/02671520802048711.
  • Briggs, A. R. J., J. Clark, and I. Hall. 2012. “Building Bridges: Understanding Student Transition to University.” Quality in Higher Education 18 (1): 3–21. doi:10.1080/13538322.2011.614468.
  • Britton, J., Dearden, L., Shephard, N., & Vignoles, A. (2019). “Is Improving Access to University Enough ? Socio-Economic Gaps in the Earnings of English Graduates.„ Oxford Bulletin of Economics and Statistics 2(81): 328–368. https://doi.org/10.1111/obes.12261
  • Budd, R. 2017. “Undergraduate Orientations Towards Higher Education in Germany and England: Problematizing the Notion of ‘Student as Customer’.” Higher Education 73 (1): 23–37. doi:10.1007/s10734-015-9977-4.
  • Burke, C., T. Scurry, and J. Blenkinsopp. 2017. “Critical Perspectives on Graduate Employability.” In Graduate Employability in Context, edited by M. Tomlinson and L. Holmes, 87–107. London: Palgrave Macmillan UK. doi:10.1057/978-1-137-57168-7.
  • Callender, C. 2012. “The 2012/13 Reforms of Higher Education in England: Changing Student Finances and Funding.” In Social Policy Review 24: Analysis and Debate in Social Policy, edited by M. Kilkey, G. Ramia, and K. Farnsworth, 77–96. Vol. 24. Bristol: Policy Press.
  • Choudhry, M. T., E. Marelli, M. Signorelli, and G. Parodi. 2012. “Youth Unemployment Rate and Impact of Financial Crises.” International Journal of Manpower 33 (1): 76–95. doi:10.1108/01437721211212538.
  • Christie, H., L. Tett, V. E. Cree, and M. Velda. 2016. “‘It All Just Clicked’: A Longitudinal Perspective on Transitions within University.” Studies in Higher Education 41 (3): 478–490. doi:10.1080/03075079.2014.942271.
  • Clark, T., and Hordósy, R. 2019a. “Undergraduate Experiences of the Research/Teaching Nexus across the Whole Student Lifecycle.” Teaching in Higher Education 24 (3): 412–427. doi:10.1080/13562517.2018.1544123.
  • Clark, T., and Hordósy, R. 2019b. “Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University.” Sociological Research Online 24 (3): 353–369. doi:10.1177/1360780418811971.
  • Clark, T., R. Hordósy, and D. Vickers. 2019. “‘We Will Never Escape These Debts’: Undergraduate Experiences of Indebtedness, Income-Contingent Loans and the Tuition Fee Rises.” Journal of Further and Higher Education 43 (5): 708–721. doi:10.1080/0309877X.2017.1399202.
  • Clegg, S. 2010. “Time Future - the Dominant Discourse of Higher Education.” Time & Society 19 (3): 345–364. doi:10.1177/0961463X10381528.
  • Coulter, S. 2016. “The UK Labour Market and the ‘Great Recession’.” In Unemployment, Internal Devaluation and Labour Market Deregulation in Europe, edited by M. Myant, S. Theodoropoulou, and A. Piasna, 197–227. Brussels: European Trade Union Institute. http://eprints.lse.ac.uk/65615
  • Crawford, C., L. Dearden, J. Micklewright, and A. Vignoles. 2017. Family Background and University Success Differences in Higher Education Access and Outcomes in England. Oxford: Oxford University Press.
  • Crozier, G., D. Reay, J. Clayton, L. Colliander, and J. Grinstead. 2008. “Different Strokes for Different Folks: Diverse Students in Diverse Institutions - Experiences of Higher Education.” Research Papers in Education 23 (2): 167–177. doi:10.1080/02671520802048703.
  • Department for Education. 2017. “Employment and Earnings Outcomes of Higher Education Graduates: Experimental Statistics Using the Longitudinal Education Outcomes (LEO) Data: Further Breakdowns.” London: DfE. https://www.gov.uk/government/statistics/graduate-outcomes-for-all-subjects-by-university
  • Dietrich, H. 2013. “Youth Unemployment in the Period 2001–2010 and the European Crisis – Looking at the Empirical Evidence.” Transfer: European Review of Labour and Research 19 (3): 305–324. doi:10.1177/1024258913495147.
  • Duta, A., B. Wielgoszewska, and C. Iannelli. 2020. “Different Degrees of Career Success: Social Origin and Graduates’ Education and Labour Market Trajectories.” Advances in Life Course Research 100376. doi:10.1016/j.alcr.2020.100376.
  • Ecclestone, K., G. Biesta, and M. Hughes. 2009. “Transitions in the Lifecourse: The Role of Identity, Agency and Structure.” In Transitions and Learning through the Lifecourse, edited by K. Ecclestone, G. Biesta, and M. Hughes, 1–15. London: Routledge.
  • Finn, K. 2017. “Relational Transitions, Emotional Decisions: New Directions for Theorising Graduate Employment.” Journal of Education and Work 30 (4): 419–431. doi:10.1080/13639080.2016.1239348.
  • Galbraith, G. 2021. “The Government’s Emerging Vision for Universities: Labour-market Need at the Heart of the System.” HEPI Blog. https://www.hepi.ac.uk/2021/01/18/the-governments-emerging-vision-for-universities-labour-market-need-at-the-heart-of-the-system/
  • Gale, T., and S. Parker. 2014. “Navigating Change: A Typology of Student Transition in Higher Education.” Studies in Higher Education 39 (5): 734–753. doi:10.1080/03075079.2012.721351.
  • Gravett, K. 2019. “Troubling Transitions and Celebrating Becomings: From Pathway to Rhizome.” Studies in Higher Education 1–12. doi:10.1080/03075079.2019.1691162.
  • Gravett, K., and N. E. Winstone. 2019. “Storying Students’ Becomings into and through Higher Education.” Studies in Higher Education 1–12. doi:10.1080/03075079.2019.1695112.
  • Harvey, L., S. Drew, and M. Smith. 2006. “The First-Year Experience : A Review of Literature for the Higher Education Academy.” Sheffield: Sheffield Hallam University. https://www.heacademy.ac.uk/system/files/first_year_experience_exec_summary.pdf
  • Henehan, K. 2020. “Class of 2020 Education Leavers in the Current Crisis.” London: Resolution Foundation. https://www.resolutionfoundation.org/app/uploads/2020/05/Class-of-2020.pdf
  • Holmes, M. 2010. “The Emotionalization of Reflexivity.” Sociology 44 (1): 139–154. doi:10.1177/0038038509351616.
  • Holton, M. 2016. “The Geographies of UK University Halls of Residence: Examining Students’ Embodiment of Social Capital.” Children’s Geographies 14 (1): 63–76. doi:10.1080/14733285.2014.979134.
  • Hordósy, R. 2018. “Research Case Study: Longitudinal Design in Understanding the Whole Student Lifecycle.” In Five Years of WPREU - Critical Reflections on Evaluation, Policy and Practice in Widening Participation and Student Success, edited by J. Crockford, Z. Baker, G. Brown, R. Hordósy, S. Linskill, and M. Miller, 89–99. Sheffield: WPREU - The University of Sheffield. https://www.sheffield.ac.uk/polopoly_fs/1.783971!/file/5_Years_of_WPREU.pdf
  • Hordósy, R., and T. Clark. 2018a. “Student Budgets and Widening Participation : Comparative Experiences of Finance in Low and Higher Income Undergraduates at a Northern Red Brick University.” Social Policy and Administration 1–15. doi:10.1111/spol.12410.
  • Hordósy, R., and T. Clark. 2018b. “‘It’s Scary and It’s Big, and There’s No Job Security’: Undergraduate Experiences of Career Planning and Stratification in an English Red Brick University.” Social Sciences 7 (10): 173. doi:10.3390/socsci7100173.
  • Hordósy, R., and T. Clark. 2018c. “Beyond the Compulsory: A Critical Exploration of the Experiences of Extracurricular Activity and Employability in A Northern Red Brick University.” Research in Post-Compulsory Education 23 (3): 414–435. doi:10.1080/13596748.2018.1490094.
  • Hordósy, R., T. Clark, and D. Vickers. 2018. “Lower Income Students And The ‘ Double Deficit ’ of Part-Time Work : Undergraduate Experiences of Finance, Studying and Employability.” Journal of Education and Work 1–13. doi:10.1080/13639080.2018.1498068.
  • Jones, R. 2017. “The Student Experience of Undergraduate Students: Towards a Conceptual Framework.” Journal of Further and Higher Education 1–15. doi:10.1080/0309877X.2017.1349882.
  • Katartzi, E., and G. Hayward. 2019. “Conceptualising Transitions from Vocational to Higher Education : Bringing Together Bourdieu and Bernstein.” British Journal of Sociology of Education 1–16. doi:10.1080/01425692.2019.1707065.
  • Kift, S., K. Nelson, and J. Clarke. 2010. “Transition Pedagogy: A Third Generation Approach to FYE - A Case Study of Policy and Practice for the Higher Education Sector.” The International Journal of the First Year in Higher Education 1 (1): 1–20. doi:10.5204/intjfyhe.v1i1.13.
  • Marginson, S. 2016. “High Participation Systems of Higher Education.” The Journal of Higher Education 87 (2): 243–271. doi:10.1353/jhe.2016.0007.
  • Milsom, C., M. Stewart, M. Yorke, and E. Zaitseva. 2015. Stepping up to the Second Year at University: Academic, Psychological and Social Dimensions. Abingdon: Routledge.
  • Muddiman, E. (2018). Instrumentalism amongst students: a cross-national comparison of the significance of subject choice. British Journal of Sociology of Education 39(5): 607–622. https://doi.org/10.1080/01425692.2017.1375402
  • Müller, W., and M. Gangl. 2003. “The Transition from School to Work: A European Perspective.” In Transitions from Education to Work in Europe. The Integration of Youth into EU Labour Markets, edited by W. Müller and M. Gangl, 1–22. Oxford: Oxford University Press.
  • Plugor, R. 2015. “Planned and happenstance transitions of students from education to work in England and Romania.” PhD Thesis. Leicester: University of Leicester. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639399
  • Raaper, R., and C. Brown. 2020. “The Covid-19 Pandemic and the Dissolution of the University Campus: Implications for Student Support Practice.” Journal of Professional Capital and Community 5 (3/4): 343–349. doi:10.1108/JPCC-06-2020-0032.
  • Raffe, D. 2008. “The Concept of Transition System.” Journal of Education and Work 21 (4): 277–296. doi:10.1080/13639080802360952.
  • Raffe, D., and L. Croxford. 2015. “How Stable Is the Stratification of Higher Education in England and Scotland?” British Journal of Sociology of Education 36 (2): 313–335. doi:10.1080/01425692.2013.820127.
  • Read, B., P. J. Burke, and G. Grozier. 2020. “‘It Is like School Sometimes’: Friendship and Sociality on University Campuses and Patterns of Social Inequality.” Discourse 41 (1): 70–82. doi:10.1080/01596306.2018.1457626.
  • Sabri, D. 2011. “What’s Wrong with ‘The Student Experience’?” Discourse 32 (5): 657–667. doi:10.1080/01596306.2011.620750.
  • Scanlon, L., L. Rowling, and Z. Weber. 2007. “‘You Don’t Have like an Identity You are Just Lost in a Crowd’: Forming a Student Identity in the First-Year Transition to University.” Journal of Youth Studies 10 (2): 223–241. doi:10.1080/13676260600983684.
  • Sen, A. 1985. “Well-Being, Agency and Freedom: The Dewey Lectures 1984.” The Journal of Philosophy 82 (4): 169–221. doi:10.4324/9781315251240-6.
  • Settersten, R. A., L. Bernardi, T. C. Juho Härkönen, P. A. Antonucci, J. H. Dykstra, D. Kuh, D. Kuh, et al. 2020. “Understanding the Effects of COVID-19 through a Life Course Lens.” Advances in Life Course Research no. July 45:100360. doi:10.1016/j.alcr.2020.100360.
  • Smyth, E., M. Gangl, D. Raffe, D. F. Hannan, and S. Mccoy. 2001. A Comparative Analysis of Transitions from Education to Work in Europe (CATEWE). Mannheim: MZES. http://www.mzes.uni-mannheim.de/projekte/catewe/publ/publ_e.html
  • Temple, P., C. Callender, L. Grove, and N. Kersh. 2016. “Managing the Student Experience in English Higher Education: Differing Responses to Market Pressures.” London Review of Education 14 (1): 33–46. doi:10.18546/LRE.14.1.05.
  • Tett, L., V. E. Cree, and H. Christie. 2017. “From Further to Higher Education: Transition as an on-Going Process.” Higher Education 73 (3): 389–406. doi:10.1007/s10734-016-0101-1.
  • Tight, M. 2013. “Students: Customers, Clients or Pawns?” Higher Education Policy 26 (3): 291–307. doi:10.1057/hep.2013.2.
  • Tinto, V. 1975. “Dropout from Higher Education : A Theoretical Synthesis of Recent Research.” Review of Educational Research 45 (1): 89–125. doi:10.3102/00346543045001089.
  • Tinto, V. 2007. “Research and Practice of Student Retention: What Next?” Journal of College Student Retention 8 (1): 1–19. doi:10.2190/C0C4-EFT9-EG7W-PWP4.
  • Tomlinson, M. 2017. “Student Perceptions of Themselves as ‘Consumers’ of Higher Education.” British Journal of Sociology of Education 38 (4): 450–467. doi:10.1080/01425692.2015.1113856.
  • Van Gennep, A. 1960. The Rites of Passage. London: Routledge & Paul.
  • Vigurs, K., S. Jones, D. Harris, and J. Everitt. 2018. “Graduate Gap Years Narratives of Postponement in Graduate Employment Transitions in England.” In Graduate Careers in Context, edited by C. Burke and F. Christie, 71–84. Abingdon, Oxon: Routledge.
  • Walther, A. 2006. “Regimes of Youth Transitions: Choice, Flexibility and Security in Young People’s Experiences across Different European Contexts.” Young 14 (2): 119–139. doi:10.1177/1103308806062737.
  • Williams, M. 2000. “Interpretivism and Generalisation.” Sociology 34 (2): 209–224. doi:10.1177/S0038038500000146.
  • Yorke, M. 2000. “The Quality of the Student Experience: What Can Institutions Learn from Data Relating to Non-Completion?” Quality in Higher Education 6 (1): 61–75. doi:10.1080/13538320050001072.
  • Yorke, M., and B. Longden. 2008. “The First Year Experience of Higher Education in the UK.” York: Higher Education Academy. http://www.heacademy.ac.uk/assets/York/documents/resources/publications/FYEFinalReport.pdf
  • Zwysen, W., and S. Longhi. 2017. “Employment and Earning Differences in the Early Career of Ethnic Minority British Graduates: The Importance of University Career, Parental Background and Area Characteristics.” Journal of Ethnic and Migration Studies 44 (1): 1–19. doi:10.1080/1369183X.2017.1338559.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.