710
Views
1
CrossRef citations to date
0
Altmetric
Articles

What student support practitioners know about non-traditional students: a practice-based approach

ORCID Icon
Pages 2064-2078 | Received 20 Sep 2020, Accepted 24 May 2021, Published online: 06 Jul 2021

References

  • Bechky, B. A. (2003). Object lessons: Workplace artifacts as representations of occupational jurisdiction. American Journal of Sociology, 109(3), 720–752. https://doi.org/10.1086/379527
  • Boliver, V., Powell, M., & Moreira, T. (2018). Organisational identity as a barrier to widening access in Scottish universities. Social Sciences, 7(9), 151. https://doi.org/10.3390/socsci7090151
  • Bowes, L., Thomas, L., Peck, L., & Nathwani, T. (2013). International research on the effectiveness of widening participation. HEFCE.
  • Bowl, M. (2001). Experiencing the barriers: Non-traditional students entering higher education. Research Papers in Education, 16(2), 141–160. https://doi.org/10.1080/02671520110037410
  • Breier, M. (2010). From ‘financial considerations’ to ‘poverty’: Towards a reconceptualisation of the role of finances in higher education student drop out. Higher Education, 60(6), 657–670. https://doi.org/10.1007/s10734-010-9343-5
  • Burke, P. J. (2012). The right to higher education: Beyond widening participation. Routledge.
  • Central Bureau of Statistics. (2018). Higher Education 2016/2017. (in Hebrew). Retrieved February 6, 2020, from https://old.cbs.gov.il/statistical/stat168_h.pdf
  • Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.
  • Council for Higher Education. (2012). The Budgeting Model of the Higher Education System in Israel, the Planning and Budgeting Committee, Historical Overview, Model Development and New Model Principles. Accessed 6 July 2015. (in Hebrew) https://che.org.il/wp-content/uploads/2012/04/Model_tiktsuv.pdf
  • Council for Higher Education. (2019). The Israeli Higher Education System – 2010–2019: A decade of academic excellence: Doubling budgets, accessibility, and reinforcing research. Retrieved February 6, 2020, from https://che.org.il/wp-content/uploads/2019/11/16.10-%D7%9C%D7%A7%D7%98-%D7%A0%D7%AA%D7%95%D7%A0%D7%99%D7%9D-%D7%9E%D7%A2%D7%A8%D7%9B%D7%AA-%D7%94%D7%94%D7%A9%D7%9B%D7%9C%D7%94-%D7%94%D7%92%D7%91%D7%95%D7%94%D7%94-%D7%91%D7%99%D7%A9%D7%A8%D7%90%D7%9C_eng-US.pdf
  • Gazeley, L., Lofty, F., Longman, P., & Squire, R. (2019). Under-tapped potential: Practitioner research as a vehicle for widening participation. Journal of Further and Higher Education, 43(7), 1008–1020. https://doi.org/10.1080/0309877X.2018.1441386
  • Gherardi, S. (2001). From organizational learning to practice-based knowing. Human Relations, 54(1), 131–139. https://doi.org/10.1177/0018726701541016
  • Gurney, L., & Grossi, V. (2019). Performing support in higher education: Negotiating conflicting agendas in academic language and learning advisory work. Higher Education Research & Development, 38(5), 940–953. https://doi.org/10.1080/07294360.2019.1609916
  • Halkier, B. (2017). Questioning the ‘gold standard’ thinking in qualitative methods from a practice theoretical perspective: Towards methodological multiplicity. In M. Jonas, B. Littig, & A. Wroblewski (Eds.), Methodological reflections on practice oriented theories (pp. 193–204). Springer.
  • Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2017). Why should European higher education care about the retention of non-traditional students? European Educational Research Journal, 16(1), 3–11. https://doi.org/10.1177/1474904116683688
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lowe, H., & Cook, A. (2003). Mind the gap: Are students prepared for higher education? Journal of Further and Higher Education, 27(1), 53–76. https://doi.org/10.1080/03098770305629
  • Orlikowski, W. J. (2002). Knowing in practice: Enacting a collective capability in distributed organizing. Organization Science, 13(3), 249–273. https://doi.org/10.1287/orsc.13.3.249.2776
  • O’Shea, S. (2020). Crossing boundaries: Rethinking the ways that first-in-family students navigate ‘barriers’ to higher education. British Journal of Sociology of Education, 41(1), 95–110. https://doi.org/10.1080/01425692.2019.1668746
  • Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249–284. https://doi.org/10.1080/00221546.2004.11772256
  • Polanyi, M. (1967). The Tacit Dimension. London: Routledge.
  • Prebble, T., Hargreaves, H., Leach, L., Naidoo, K., Suddaby, G., & Zepoke, N. (2004). The impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: A synthesis of the research. Report to the Ministry of Education, New Zealand. Retrieved September 2, 2013, from http://www.educationcounts.govt.nz/publica tions/tertiary_eduation/5519
  • Quinn, J., Thomas, L., Slack, K., Casey, L., Thexton, W., & Noble, J. (2005). From life crisis to lifelong learning: Rethinking working class ‘drop out’ from higher education. Joseph Rowntree Foundation.
  • Read, B., Archer, L., & Leathwood, C. (2003). Challenging cultures? Student conceptions of ‘belonging’ and ‘isolation’ at a post-1992 university. Studies in Higher Education, 28(3), 261–277. https://doi.org/10.1080/03075070309290
  • Roberts, J. (2018). Professional staff contributions to student retention and success in higher education. Journal of Higher Education Policy and Management, 40(2), 140–153. https://doi.org/10.1080/1360080X.2018.1428409
  • Small, K. (2008). Relationships and reciprocality in student and academic services. Journal of Higher Education Policy and Management, 30(2), 175–185. https://doi.org/10.1080/13600800801938770
  • Tett, L. (2004). Mature working-class students in an ‘elite’ university: Discourses of risk, choice and exclusion. Studies in the Education of Adults, 36(2), 252–264. https://doi.org/10.1080/02660830.2004.11661500
  • Thomas, L., & Quinn, J. (2007). First generation entry into higher education. An international study. Maidenhead: Society for Research into Higher Education & Open University Press.
  • Thomas, L., Quinn, J., Slack, K., & Casey, L. (2002). Student services: Effective approaches to retaining students in higher education. Institute for Access Studies: Staffordshire University.
  • Wenger, E. (1998). Communities of practice. Cambridge University Press.

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.