Determined to stay or determined to leave? A tale of learner identities, biographies and adult students in higher education

Merrill, Barbara

doi:10.1080/03075079.2014.914918

Cited by 62 publications

(48 citation statements)

References 20 publications

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“…Thus, as the cornerstone of educational reform, the concept of lifelong education has the strong role for promoting the development and construction of concept of higher education. Comprehensively implementing the concept of lifelong education provides an outpouring of support for the development and construction of concept of "higher education" in China (Merrill, 2015).…”

Section: Resultsmentioning

confidence: 99%

Development and Construction of Higher Education in China under Perspective of Lifelong Education

Wei

Tang

Yu-zhou

2017

EURASIA J MATH SCI T

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The concept of lifelong education has four indicators: school education, social education, formal education and non-formal education. Under the concept of lifelong education, the concept of "higher education" can be summarized as four indicators, such as regular higher education, adult higher education, self-study higher education examination and distance network education. Foreign scholars consider that the concept of "higher education" is aimed at adults, which has little relevance with the concept of lifelong education. In China, the influence of concept of lifelong education on the construction and development of "higher education" is not proposed clearly. Based on the research status, SWT analysis method was introduced. The internal relation between the concept of lifelong education and the concept of higher education was analyzed through the four groups of corresponding relationship between internal advantage and external advantage. Through the detailed analysis of four groups of corresponding relationship such as the school education and regular higher education, the social education and adult higher education, the normal education and self-study higher education examination, the non-formal education and distance network education. The conclusion that the concept of lifelong education could promote the development and construction of concept of higher education in China was obtained. In the process of analyzing each component, the conclusion that the external variables also increased with the increase of internal variables could be obtained. Integrating the variation tendency of four components, the overall variation trend between concept of lifelong education and the concept of "higher education" was obtained. Through this analysis, blanks in our academic research are filled. The concept of lifelong education has a strong role in promoting the development and construction of the concept of higher education. Through a detailed analysis, we will find a better way to develop higher education.

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Section: Resultsmentioning

confidence: 99%

Development and Construction of Higher Education in China under Perspective of Lifelong Education

Wei

Tang

Yu-zhou

2017

EURASIA J MATH SCI T

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“…The literature identifies that the reasons students withdraw tend to be multiple and interconnected (Merrill, 2015). Students may withdraw due to a lack of preparedness for HE and an incompatibility between the student and their selected course and institution (Ozga and Sukhnandan, 1998); because the course or University is not what they expected and a mismatch between their expectations and the reality of HE learning is experienced .…”

Section: Student Withdrawalmentioning

confidence: 99%

“…Students leave University because they feel isolated, struggle to make friends and have no peer support networks to draw on. Furthermore, if students are not aware of the support available, or feel it is insufficient, their ability to develop a HE learner identity is thwarted (Christie, Munro & Fisher, 2004;Merrill, 2015;Wilcox, Winn & Fyvie-Gauld, 2005;Withey, Fox & Hartley, 2014;Wray, Aspland & Barrett, 2014).…”

Section: Student Withdrawalmentioning

confidence: 99%

Student Withdrawal, Retention and Their Sense of Belonging; Their Experience in Their Words

Russell¹,

Jarvis²

2019

REAL

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Article Info Student withdrawal has received increased attention in the context of an expanding and more diverse Higher Education (HE) student population. Students leave University for interconnected, multiple reasons. Some explanations are internal to the University and may include support mechanisms, assessment feedback and quality of teaching and others are external, comprising critical life moments such as bereavement, ill health, financial constraint and domestic responsibilities. It is the complex interaction of these factors that shape students' 'sense of belonging' and identification and experience with a Higher Education learner identity. This article provides insight into the students' experiences of noncontinuation in one English University. Wenger's social theory of learning is applied to explore students' perceptions and gain a qualitative understanding regarding their experiences. Student withdrawal involves negotiation between the student and the University and relates to how the student experiences a 'sense of belonging' to University.

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Section: Student Withdrawalmentioning

confidence: 99%

Untitled

2019

REAL

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Brooks (2008) argues that, 'Justice is both an abstract "big" idea and also a concrete "little" idea' (p. 8) and is understood as a process or a way of "ethical living" in a diverse society' (Furman & Shields, 2003, p. 1358). Social justice then is "where all members of a society, regardless of background or procedural justice, have basic human rights and equal access to the benefits of their society" (Hemphill, 2015, p. 2). Educational leadership for social justice is leadership that ensures fairness in rights and access to the educational benefits of one's society. However, the processes and systems for ensuring fairness are open to various interpretations, are influenced by leaders' conception of social justice and may be seen as complex and contextualized endeavors (Arar, Ogden, & Beycioglu, 2019). Consequently, educational leadership for social justice is a bold undertaking. Educational leadership for social justice assumes that those who are assigned formal leadership roles pay attention to issues of equity and ensure that the power that resides within the social structures of education are more responsive to the rights of citizens (Miller, Roofe, & García Carmona, 2019). As stated by Theoharis (2007), at the heart of educational leadership for social justice are leaders who "…. advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing condition" (p. 223). Furthermore, Corbett (1976) notes that in order to do justice one cannot work alone, one needs a community approach. This community approach involves all education stakeholders giving attention to issues of equity and fairness in how policy is designed, how educational leaders practice leadership and the types of partnership relationships that are formed and leveraged among stakeholders to support leading for social justice. The papers in this special issue lead us to examine a range of issues associated with two broad areas of educational leadership for

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Determined to stay or determined to leave? A tale of learner identities, biographies and adult students in higher education

Cited by 62 publications

References 20 publications

Development and Construction of Higher Education in China under Perspective of Lifelong Education

Development and Construction of Higher Education in China under Perspective of Lifelong Education

Student Withdrawal, Retention and Their Sense of Belonging; Their Experience in Their Words

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