Student transitions to university in Wales: A mixed-method study of the enablers and barriers of first-year engagement

Smith, Emma Rawlings; Hodgkin, Kieran

doi:10.1016/j.ijedro.2022.100216

Cited by 4 publications

(1 citation statement)

References 43 publications

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“…Exploring transition experiences of learners into HE is a growing area of international study (e.g., Bowles et al, 2014;Cuevas, 2019;Rawlings Smith et al, 2022;Santelices et al, 2020;Smyth et al, 2012). Drawing upon a conceptual framework proposed by Meehan et al (2018Meehan et al ( , p.1376 of 'being, belonging and becoming', it can be argued that what matters to students while at university includes the academic staff they work with, the nature of their academic studies and developing a feeling of belonging.…”

Section: Introductionmentioning

confidence: 99%

Transition Into HE: The Views and Experiences of Learners with Physical Needs

Packer,

Abbinett,

Pierce

et al. 2024

International Journal of Educational and Life Transitions

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This article draws on data gathered to explore experiences of students with a physical need in Higher Education (HE). Participants were recruited from several HE institutions using purposive sampling. Drawing upon Jindal-Snape's (2023) Multiple and Multidimensional Transitions theory the article acknowledges the complexity and diversity of individual experiences while recognising the role of dispositions and environmental factors in supporting successful transition. This scoping exercise delved into the personal experiences of 7 individuals who were either current or recent students at several HE institutions. Initial findings are that despite an increase in the numbers of students entering HE with a known disability, environmental and infra-structural barriers remain for these students both prior to transition and during their time at university. Findings from in-depth interviews led to 3 principal recommendations for reflection and change by HE institutions: a need for a systematic and comprehensive review of provision across University departments to ensure a joined-up approach with regards to accessibility needs; further considerations of both environmental and curricular barriers that create social and academic exclusion; and the engagement of those with lived experience to inform policy and support change in what can be considered a dynamic environment. Regular individual HE reviews and ongoing amendments to support learners with physical needs are recommended.

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Section: Introductionmentioning

confidence: 99%

Transition Into HE: The Views and Experiences of Learners with Physical Needs

Packer,

Abbinett,

Pierce

et al. 2024

International Journal of Educational and Life Transitions

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Student engagement in the first year of university in Wales during COVID-19

Young,

Rawlings Smith,

Hodgkin

2024

Journal of Further and Higher Education

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An Examination of Young People’s Vulnerability in the Context of the Hungarian Youth Survey 2000-2020

Fekete

2024

szocszemle

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Youth is the age associated with vulnerability. The concept of vulnerability refers to defencelessness, lack of protection, exposure to the risks of structural and societal changes, and limited access to the resources needed to cope. In this paper, I analyse six waves of data capture (2000-2020) from the survey series Magyar Ifjúság (Hungarian Youth) that was conducted with eight thousand participants (15-29 years of age) for 20 years and attempt to identify the most vulnerable groups of youth in Hungary in certain priority areas where youth are present: in education and the labour market. When examining youth vulnerability, I pay particular attention to the risk of digital vulnerability: those young people who were excluded from the information society that was emerging during the examined period and who are not connected to the internet. I introduce the concept of a new type of extreme vulnerability. When performing a secondary analysis of longitudinal youth research data, I also test my hypothesis that groups of young people who are otherwise not or less impacted by traditional vulnerabilities may also be affected – youth with higher-level education, and those living in cities under orderly financial circumstances. The analysis of data shows that Roma youth constitute the particularly vulnerable group of youth in Hungary. Non-internet-enabled youth aged 15-29 are an extreme vulnerable group of people. However, youth with a higher education degree living in county capitals were also affected by the new type of vulnerability that is emerging due to global risks.

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Student transitions to university in Wales: A mixed-method study of the enablers and barriers of first-year engagement

Cited by 4 publications

References 43 publications

Transition Into HE: The Views and Experiences of Learners with Physical Needs

Transition Into HE: The Views and Experiences of Learners with Physical Needs

Student engagement in the first year of university in Wales during COVID-19

An Examination of Young People’s Vulnerability in the Context of the Hungarian Youth Survey 2000-2020

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