Developing institutional strategies to support failing/failed part-time students in higher education

Whitehead, Graham

doi:10.1921/175951511x661228

Cited by 3 publications

(3 citation statements)

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“…The importance of such a focus is brought to light through research that has evaluated the experiences of part-time students and identified issues that need to be considered to ensure they are suitably included in higher education (e.g. Pollard et al 2012;Butcher et al 2015, Whitehead, 2015. As an example, a 2014 higher education policy document outlines a vision for 'part-time learners' in Wales, arguing that in their strategic planning, higher education providers should demonstrate high-level commitment to part-time higher education, equality of opportunity and the promotion of higher education with the part-time student experience informed by the part-time student 'voice' (HEFCW, 2014).…”

Section: Part-time Students In Higher Educationmentioning

confidence: 99%

“…Building on recent work exploring the experiences of part-time students within HE (e.g. Callender et al, 2012;Butcher et al 2014, Whitehead, 2015, this paper examines the various influences on part-time students and their learning experiences. The potential barriers outlined in the literature of participating in part-time study within HE are reviewed in the context of a broader inclusive learning and teaching agenda.…”

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confidence: 99%

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Examining proximal and distal influences on the part-time student experience through an ecological systems theory

McLinden

2016

Teaching in Higher Education

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Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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Section: Part-time Students In Higher Educationmentioning

confidence: 99%

mentioning

confidence: 99%

Examining proximal and distal influences on the part-time student experience through an ecological systems theory

McLinden

2016

Teaching in Higher Education

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“…In a study exploring the support offered to failing and failed part-time students in higher education. Whitehead (2013) found that lack of self-confidence was a prominent theme and in particular a lack of 'academic confidence' was evident in students with lower levels of academic attainment. The case example discussed in the current paper specifically investigates level 1 students studying the entry module of a sport and fitness degree, who are perhaps particularly vulnerable to a lack of academic confidence due to their inexperience of academic study.…”

Section: Introductionmentioning

confidence: 99%

Case report: the impact of a resubmission intervention on level 1 distance learning students

Pinchbeck

Heaney

2017

Open Learning: The Journal of Open, Distance and e-Learning

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Student retention and success are key performance indicators within higher education. One of the key opportunities to address both of these lies with the support offered to students who fail a module but are entitled to resubmit. This study investigates the value of implementing a resubmission intervention to improve the quantity and quality of student resubmissions on a level 1 distance learning module. The intervention consisted of an online synchronous tutorial session and a supporting asynchronous forum. The effectiveness of the intervention was measured by comparing the resubmission and pass rates to a previous presentation with no intervention. It was found that resubmission and pass rates were higher where the intervention was used suggesting that a resubmission intervention can increase the quality and quantity of submissions. Whilst, these findings are useful, it is important to acknowledge that there are additional factors that can impact the quantity and quality of resubmissions.

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Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education

Peters

Draughon

Disability and Equity in Higher Education Accessibility

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Meeting the college completion goals set by the United States Government, the Lumina Foundation, and others will require the completion of an additional eight million associate's or bachelor's degrees (Kelly & Schneider, 2012). As part-time students will make up to 40 percent of college students by 2023 (NCES, 2015), educational policymakers will need to adjust their completion agenda to account for the high number of part-time students in higher education. Drawing from the literature on part-time students and performance-based funding, the authors in this chapter propose that better attention to part-time students and factors that signal their success, combined with performance-based funding that acknowledges the need for the success of more part-time students, would be a worthwhile approach for increasing the accessibility of higher education.

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Developing institutional strategies to support failing/failed part-time students in higher education

Cited by 3 publications

References 1 publication

Examining proximal and distal influences on the part-time student experience through an ecological systems theory

Examining proximal and distal influences on the part-time student experience through an ecological systems theory

Case report: the impact of a resubmission intervention on level 1 distance learning students

Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education

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