Just facilitating access or dealing with diversity? Non-traditional students’ demands at a Spanish university

Padilla-Carmona, M. Teresa; Martínez-García, Inmaculada; Herrera-Pastor, David

doi:10.3384/rela.2000-7426.ojs850

Cited by 9 publications

(12 citation statements)

References 21 publications

(11 reference statements)

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“…Research on the participation of mature students in governing bodies of higher education institutions and their representation in these same bodies is limited. In this journal, for example, several works have been published about the presence of mature or non-traditional students in higher education (e.g., Ambrósio et al, 2016;Field et al, 2012;Fleming, 2016;Lucio-Villegas, 2016;Padilla-Carmona et al, 2019), but we did not find any with the specific focus that we propose.…”

contrasting

confidence: 66%

The representation of mature students in governing bodies of a Portuguese university

Amorim,

Viterbo

2024

RELA

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With this text, we try to understand if – and if so, how – mature students are represented by and in the governing bodies of higher education institutions. With a theoretical framework that values above all the institutional dimension, we carried out thirteen semi-structured interviews with students and faculty members who are part of the various governing bodies with student representation of a Portuguese higher education institution. The data show that (i) the functioning of these bodies tends to be known only by the students who participate in them, (ii) the bodies usually react to, rather than prevent, the problems that arise, (iii) mature students are perceived as a source of ‘difficulties’ and ‘needs’, and (iv) student representation in governing bodies does not seem to fairly and equitably represent all students, and some specificities of mature students (among other underrepresented groups) seem to be made invisible.

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contrasting

confidence: 66%

The representation of mature students in governing bodies of a Portuguese university

Amorim,

Viterbo

2024

RELA

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“…These attitudes may lead to students not asserting their needs (Freedman et al, 2020;Pfeifer et al, 2021). Indeed one student was told by the head of department: 'You are like everybody else, a student like every other student, so try to be like everyone else' (Almog, 2018, p.225;Padilla-Carmona et al, 2020). One student had to formally lodge a complaint with student services about a lecturer who kept denying requests to record lectures (Mamboleo et al, 2020).…”

Section: Subtheme 23: Call For Lecturers To Attend To Students' Needsmentioning

confidence: 99%

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Bartolo,

Borg,

Callus

et al. 2023

Front. Educ.

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IntroductionSeveral international conventions have recognized the importance of equal access to higher education on the basis of ‘capacity’. However, inequalities persist for various groups. This paper presents a systematic scoping review of studies on the aspirations and access needs of students with disability, medical and mental health conditions to equitably participate in tertiary education.MethodsA search of ERIC, PsycINFO and Web of Science databases identified 133 relevant research articles from across the world covering the experiences of students with all types of disability. These were subjected to thematic analysis.ResultsThree main themes were identified. Firstly, the findings showed that a crucial component of the student higher education experience was the development of their own self-identity, addressing stigma and enhancing self-advocacy skills, autonomy, and career prospects. Secondly, the studies described how students struggled for full membership in the university community, calling for a transformation of university physical, social and teaching environments for them to access and participate in academic and social activities. Thirdly, the analysis showed that students valued individual accommodations in both coursework and assessment.DiscussionThese findings constitute a newly comprehensive framework for inclusive tertiary education systems and individual accommodations which is grounded in empirical research from a wide variety of contexts. This can serve higher education institutions to develop policy and procedures to ensure equitable participation of students with disability.

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“…In this sense, adapting programs and teaching practices to the characteristics of the entire student population is imperative. This teaching model must evolve and make difference, flexibility, and inclusion one of its hallmarks (PAdillA-CArmonA et al, 2020).…”

Section: Transformations Needed For Truly Inclusive Universitiesmentioning

confidence: 99%

Lights and Shadows: The Inclusion of Invisible Students in Spanish Universities

Padilla-Carmona¹,

Monteagudo²,

Rodríguez³

2022

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Spanish universities in the 21st century are a far cry from institutions prior to the 1970s, which were characterized by strong social homogeneity where only students who had to study did. In this elitist context, there was a direct correlation between social class and the education system (García de León & García de Cortázar, 1992). In recent decades, universities have grown to become more inclusive instead of only serving privileged members of society. This has led to a situation in which university students do not respond to univocal models. However, this plurality of student profiles does not imply that institutions have adapted their requirements and programs to meet the diverse characteristics and needs of students.

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Just facilitating access or dealing with diversity? Non-traditional students’ demands at a Spanish university

Cited by 9 publications

References 21 publications

The representation of mature students in governing bodies of a Portuguese university

The representation of mature students in governing bodies of a Portuguese university

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

Lights and Shadows: The Inclusion of Invisible Students in Spanish Universities

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