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    Building the foundations for academic success: learning from the experiences of part-time students in their first semester of study

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    Authors
    Goodchild, Allyson
    Butler, Cathal
    Issue Date
    2020-07-01
    Subjects
    widening participation
    
    Metadata
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    Abstract
    This article examines the findings from a mixed methods research study exploring part- time students' perceptions of their transition into higher education. Drawing on wider research in the field of transition and utilising Gale and Parker's (2014) conceptual framework as a means of viewing the transition process, the article identifies how one group of part-time undergraduates experienced the process of becoming an undergraduate. The results highlight the importance of offering a well-framed early learning experience for students, which enables them to learn the skills needed for early academic success and provides continued support as they progress in their own time towards recognition of themselves as undergraduates. Furthermore, the results demonstrate that transition is not time bound, and individual students will need individual approaches. This will require institutions to consider how the support they offer can be tailored to a student's specific needs.
    Citation
    Goodchild A, Butler C (2020) 'Building the foundations for academic success: learning from the experiences of part-time students in their first semester of study', Widening Participation and Lifelong Learning, 22 (2), pp.135-161.
    Publisher
    Open University
    Journal
    Widening Participation and Lifelong Learning
    URI
    http://hdl.handle.net/10547/624751
    DOI
    10.5456/WPLL.22.2.135
    Additional Links
    https://www.ingentaconnect.com/content/openu/jwpll/2020/00000022/00000002/art00007
    Type
    Article
    Language
    en
    ISSN
    1466-6529
    ae974a485f413a2113503eed53cd6c53
    10.5456/WPLL.22.2.135
    Scopus Count
    Collections
    Education

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