Higher Education Equity Literature Database

Context: ALTC-funded research on tracking student success (Deakin & Southern Cross & AAIR). Set in post-Bradley context; makes argument that HEPPP necessitates new evaluation methods to monitor and track students. In project described, tracking = "to identify those factors in their life that impede or 'boost' academic excellence" (p.40)
Aim: To present first phase of longitudinal research that examines how Deakin and SCU approach student tracking, systems used and lessons learnt
Theoretical frame:
Methodology: Action learning methodology and comparative case studies. Team has developed a cohort tracking system over 5 years [action research cycle model = similar to model presented in Naylor, 2015]
Findings: Describes process for design tracking system, based on 3 elements:
- Considering criteria that enable and/or inhibit the sustainability of student tracking over time
- Learning through international and shared practice
- Learning through research (p.42).
System designed but team mindful of differences between campuses and institutions. Two different approaches taken. Teams collecting baseline data via key informant interviews + observations. Both universities had existing programs/ intentions to track students from diverse backgrounds (SCU) and low SES backgrounds (Deakin) as part of core equity work - both related to student data systems. SCU = interested in collecting data via Course Management System (based on relationship between activity data and student success). Deakin = interested in data collection based on pre-entry student characteristics (SES/ FiF/ ATAR) in partnership with local schools/colleges. SCU = intend to develop "predictive model that will be able to identify particular cohorts of students who may be at risk and the type of risks to which they may be susceptible" (p.48)
Core argument: Tracking students = important because "By investigating methodologies that more effectively track student cohorts, this study will provide longitudinal and empirical evidence for the effect of current strategies to address educational disadvantage and recommendations for how to more effectively track performance into the future" (p.48).

Context: The current agenda for widening participation (WP) promotes equal access to higher education (HE), yet it also implicitly requires institutions to develop support strategies to ensure a successful learning experience and good retention for different groups of students. However, ensuring progress in retention among an increasingly diverse student body is a significant challenge for the HE sector (Grives, Bowd & Smith, 2010).
Aim: To promote understanding of the possible role of pedagogic practice in WP retention strategies, by exploring whether non-traditional students' experiences of teaching environments could potentially contribute to 'drop-out'.
Theoretical frame: Cultural capital (Bourdieu, 1984): 'a familiarity with the dominant culture and an ability to utilise and understand educated language' (Sullivan, 2001) (p. 189).
Methodology: A qualitative approach is employed. Data collection method: Focus group. Research participants: Second-year non-traditional students (n=5) in a medium-sized 1960s university based in the south-east of England; students who had recently completed stage 1 of transition. Sampling strategy: Respondents were self-selected based on the criteria offered- a 'mature or first-generation student' or someone who had enrolled in university with any other qualification besides A levels; 2 males & 3 females; 2 mature students & 3 first-generation students of 'standard' student age (18-21).
Findings: 1) Students' feelings towards pedagogy related issues: All students indicated a mismatch between their expectations and the reality of the teaching experience in terms of - the number of contact hours, the flexibility of seminar times, and the content and style of learning required, and the personnel delivering the teaching; Contact hours - Students (standard age group) were unhappy about the perceive insufficient contact hours but mature students dismissed the idea of needing more hours; Flexibility - Students wanted improved sensitivity in regards to their commitments outside the university, especially part-time employment; Style of learning: All students shared concerns on how 'isolating and particularly unrewarding' (p. 192) independent learning could be & expressed a desire for more structured direction; Teaching personnel: Students wanted more time with 'experts, not just PhD student-teachers' (p. 194). 2)Changes wanted by students: An extra hour per module per week, a debrief Q&A with the expert, followed by a discussion seminar facilitated by a student-teacher.
Core argument: 'It is important to avoid uncritically accepting that non-traditional students are forced to change, and indeed that they must change en masse, in order to succeed in HE' (p. 196). Rather than expecting students to adapt to the 'university way', HE institutions should move beyond providing additional services and towards re-developing pedagogical practice to suit the needs of an increasingly diverse student body, to promote retention.

Context: Examines an enabling course (STEPS at CQU) according to how it engages with/ builds on students' diversities. Authors argue that enabling education constitutes "a distinctive and vital dimension of "the first year experience" of university education" (p.29). Authors comment on the collaborative nature of STEPS, both for students in terms of sharing experiences and for staff, sharing research and good practice. Previous research has suggested that "the program is largely successful in its strategies to maximise life and learning support in order to mobilise the students' diversities in ways that enhance their current and prospective learning outcomes" (abstract)
Theoretical base: Key foci = transformative learning and capacity building: "This view recognises the specific literacies, skills and other specialised knowledges that underpin capacity-building (Patrick & Ijah, 2012) and that are crucial to grounding transformative learning and giving it momentum" (p.29)
Methodology: Exploratory case study: semi-structured focus groups with enabling students and reflections from staff members. Note that students are usually nervous about being interviewed but "soon become willing to share their thoughts and feelings with regard to the learning journeys that they have chosen to undertake" (p.30)
Findings: Students' interview data suggests themes such as: significant previous academic/educational strife transforming into subsequent successes (PhD candidate, GP, child protection officer), opening up of worldview and exposure to diversity, intergenerational impact. "As the research data have revealed, a particular element of this empowerment relates to an increasing freedom of choice and opportunity" (p.32):
Core argument: There are "complex, critical and compelling set of connections among the three principal aspects of this paper: life and learning support; transformative learning and capacity-building; and the mobilisation of students' diversities in contemporary higher education" (p.34)

Context: Adult learners in UK Access to HE courses in Further Education (FE) colleges; learner identity/ies. Describes mature age students in this space in terms of lacking confidence with education, in a process of re/construction, lack belief in habitus to support studies. Gives background information about Access courses (p.801), noting the explicit link with widening participation agenda
Aim: To explore how Access students explored the 'project of the self' (Giddens, 1991) in order to enhance capital (Bourdieu, 1990), and how their project are impacted by discourses (Foucault, 1977) and interactions with powerful agents (teachers) and whether these generate communities of practice (Wenger, 1998); to investigate "the perspectives of marginalised adult learners, who were students on Access to HE courses, on their past and present learning experiences, on the transformation of their views of themselves as learners during the Access to HE courses, and on the impact on their learning of their socio-economic contexts and their relationships with their families, friends, Access to HE tutors and fellow students" (p.805).
Theoretical frame: Draws on community of practice (Wenger, 1998); Bourdieu (capital and habitus), postmodern identity theory (Bauman, 2000), discourse (Foucault, 1977); organisational culture; choice (Ball, 1987)
Methodology: Social constructivist (Lave & Wenger, 1991) and linked case-study: 7 FE colleges across East Midlands between 2012/13, using mixed methods: questionnaires (pre-/ post-course) and focus groups x 3 with students. Access teachers interviewed (individual or small group). Questionnaires (n=365) = 70% female; analysed for 'simple descriptive statistics'. Interviews = grounded theory analysis + visual data (concept maps) showing students' perceptions of transitions
Findings: Four main themes: significant others/ developing self; sense of community; student self-development; facilitating learning through community
Significant others/ developing self: variety of processes, policies and discourses had to be navigated/negotiated, partly as a result of having to adapt to full-time load of Access course (e.g. working part-time/ negotiating with employers). 'Agencies of the state' (e.g. Job Centre) = inflexible. Financial constraints = challenging. Students appeared to be parroting state-driven neoliberal discourse (development of self; be better people/ get a better career). Consternation that Access courses = not free.
Student self-development: tutors perceived as different from teachers at school; perception that students = treated as adults/ tutors = facilitators. Tutors' supportive relationships perceived as helping students to see strengths and weaknesses and viewed as "car[ing] for the whole person and not just the academic aspects of student development" (p.809). However, the power dynamic was clear through practices such as taking the register.
Sense of community: Access courses = important sites for transition because of possibilities for social networks. Sense of being part of a group and peer-to-peer support = significant.
Facilitating learning through community: Sense of responsibility as individuals and as a community
Core argument: Students' struggles provided motivation to start Access course: "strengthened their
resolutions to do something with their lives that contributed to the social wellbeing of their society" (p.815), but central government = impediment to success; Access course helped to develop identity as a learner; tutors play important periphery/ boundary role (but impact of power/ hierarchy).

This blog post is part of the Gonski Institute for Education’s open access annotated bibliography (OAAB) series, a project led by Dr Sally Baker. OAABs offer a snapshot of some of the available literature on a particular topic. The literature is curated by a collective of scholars who share an interest in equity in education. These resources are intended to be shared with the international community of researchers, students, educators and practitioners. The literature has been organised thematically according to patterns that have emerged from a deep and sustained engagement with the various fields.

Context: Educational transitions; author argues that the notion of transition is "conceptually fragmented in its understanding" (p.1466) - drawing on Wittgenstein, author notes how linguistic games can be reductive/ abstract meaning: "treating such ambitions as specious and reducing their scope to being truths that are socially and culturally conditioned simpliciter" (p.1466). Author argues that transition = dominantly understood in spatial/ ecological terms (drawing on Bronfenbrenner/ developmental psych), which "offers limited understanding of power in systems, of system blockage and inertia, as well as of system fragmentation" (p.1466). Focus on much transition research examines the individual as the object of study, without paying attention to the system/ structure/ context of the 'site'
Aims: To "distinguish different conceptual understandings of transition, to empha- sise contextual specificity of its meaning and use for educational domains"
Theoretical frame: Spatial notions of transitions; critique of Bronfenbrenner
Methodology: Essay
Findings: Author argues that taking spatial view of transition that distinguishes between fore/backgrounded elements of the environment:
I. "System mismatch where at least one system needs reform-the transition bridge is not the problem. For example, environment A is the problem that becomes manifested in environment B, or environment B is the problem, not the transition per se.
II. System mismatch in expectations and conditions between environments A and B (where A and B are purportedly individually well-functioning systems considered apart from each other)
III. Lack of communication between environments A and B (where A and B are nevertheless individually well-functioning systems considered apart from each other)
IV. Individual change to the foregrounded child through supports in moving from background environment A to B" (p.1467)
Author exemplifies proposition (i) thinking with reference to bullying + authoritarian teaching as systemic flaws in the environment; he also cites large scale findings of transition-related concerns in Australia/ Ireland as evidence of systemic rather than individual problem relating to creating safe environments.
Proposition (ii) relates to too much focus in Bronfenbrenner's work on relations between levels, rather than attending to blockages: "lack of focus on system blockage and on change to background system structural and process conditions is due to a representation of the transition issue as a problem of contrast rather than a problem of quality" (p.1469). Author cites work that has examined mismatches between individuals and system/ teaching but he argues that examples of mismatches = "surface manifestation[s] of a more fundamental issue" (p.1470).
Proposition (iii) - Bronfenbrenner's work foregrounds the dialogic links between systems/ levels as a two-way flow; however, author argues that educational transitions are usually monologic/ unidirectional and cites work that reports teachers feeling they need more communication between levels when preparing students for move between levels (and opens questions about whose responsibility it is to initiate and organise such communication). Author argues that in addition to the bidirectional spatial metaphor, a yo-yo metaphor is also useful for understanding transition, as it "accentuates the back and forth movement in life cycle transitions such as of young people between adolescence and adulthood" (p.1471).
Proposition (iv) based on idea that it is necessary to shift focus to students' needs if student is at forefront of conception of transition: "A differentiated strategy for individuals regarding transition needs to distinguish system strategic supports at universal prevention and promotion levels for all, from selected prevention for some, groups of moderate risk, as well as indicated prevention for individuals with intensive, complex, multifaceted, chronic needs" (p.1471). Temporal pauses in learning (e.g. through transition/ extended holidays) = adds to challenges and lower academic attainment, especially for those with equity backgrounds or special educational needs.
Spatial-relational unpacking of environmental/ contextual impacts on transition need a diametrical dimension (see Levi-Strauss) to help identify and respond to system blockages. Author translates his propositions into 4 different understandings of transition:
1. "Transition as a Derivative Problem from a More Fundamental Problematic System Area of School Climate or Environment
2. Transition Represented as System Mismatch or Imbalance between Two Purportedly Well- Functioning Areas which Displaces the Problem as being one of Contrast rather than Confronting the More Fundamental Problem of System Quality
3. Transition as a System Blockage and Fragmentation in Communication between Transition Environments
4. The Need for a Differentiated Strategy in Place for Meeting Individual Needs at Different Levels of Need/Risk as Part of a Wider Prevention and Early Intervention Focus Typically Prior to a Transitions Strategy" (p.1474).

Context: Discusses the 'Transition in, Transition out' peer mentoring program at USQ for supporting students' transitioning into Australian higher education - particularly development of sustainable and scalable models. TiTo addresses psychological and academic dimensions of transition = embedded into curriculum
Aim: To describe evaluation of 'Transition in, Transition out' (TiTo) in on-campus and offline modes
Theoretical frame:
Methodology: Describes evaluation of TiTo - data collected using ASSIST inventory (Entwistle, 2000) = measures three levels of learning: surface, strategic and deep + academic performance results + survey of students (Psychology undergraduate course = one on-campus, one offline). Students (n=
Findings: ASSIST scores suggest students developed strategic and deep learning strategies over the course (one semester). Final marks (compared with previous cohort) appeared to show that more students achieved grades over 60%, although a similar percentage failed.
The majority (70%) enjoyed the program
Poses three questions at end for others considering implementing a transition program:
- To what extent can these outcomes, described within the discipline of psychology, be generalised to other programs?
- What would be required to embed TiTo in your program?
- Are there any specific aspects that might constrain the implementation of TiTo in your program/School/University?

Context: Secondary school to university transitions into English higher education; students' perceptions of their academic competence. Author argues that at the time of writing, the dominant focus in transitions research was on compulsory schooling; therefore the optional nature of higher education (and students' right/ choice to withdraw) makes it a compelling area to examine.
Aim: To examine the impact of transitioning into higher education on students' self-concept, with a particular focus on gender, responding to these questions: "does moving from a relatively small pond (sixth form or college) where many students are likely to feel like fairly 'big fish', to a larger pond (university) where most students are likely to feel like much 'smaller fish', affect self-concept? (p.332)
Theoretical frame: Self-concept = "multifaceted and hierarchical; it comprises a general self-concept facet at the apex, which is then divided into academic and non-academic components of self-concept" (p.332).
Methodology: Questionnaire, which used four sub-scales of the Self-Description Questionnaire-III (SDQ-III, Marsh, 1990) with students from three different universities (see p.334 for details) at two points: 1) freshers week (n=508) and end of first semester (n=268). In total, 147 questionnaires for both survey points were usable (87f, 60m). Interviews also conducted with Year 2 students (n=5; 3f, 2m)
Findings: Significant gender differences appeared with regard to self-concept
Overall, men = display higher self-concept than women in terms of 1) problem solving and 2) general self-concept
Over time, women experienced a drop in self-concept for verbal and general academic, with verbal dropping markedly.
Males = more likely to rank themselves highly against peers at both points of the survey. Both sexes are likely to experience a drop in perceived ability, but women are more likely to perceive a profound drop in ability
Core argument: Perceptions of academic competence = "perhaps the aspect of identity that is the most vulnerable over the transition to university" (p.342). For women, the 'big fish little pond effect' appears to explain the significant drop in perceived position and competence.

Context: Examines how to embed a culture of university experience by teaching Scottish Advanced Highers at university. In Scotland, students can go to university at the end of Senior 5, but it is more common for students to remain in school until Senior 6 (age 17/18) = similar to A-levels. Advanced Highers can lead directly to Year 2 of UG study. University (Glasgow Caledonian) works with 17 feeder schools (outreach and community engagement work), which have lower than national average progression rate (19%, compared to 37% in Scotland). Transition initiative (to teach Advanced Highers in university) = piloted with all 17 so as to 1) widen access; 2) target students who are least likely to attend university; 3) provide year-long immersion/ transition program to support progression and retention in HE study.
Aim: To explore how students felt about participating in the program, and whether participation increased their knowledge of higher education
Theoretical frame:
Methodology: Evaluation: uses Kirkpatrick's (1994) 4-stage evaluation model: "Level 1 (Reaction) evaluates how participants respond to the training. Level 2 (Learning) measures whether participants actually learned the material. Level 3 (Behaviour) considers if they are using what they learned in the workplace and Level 4 (Results) evaluates if the training positively impacted the organization" (see p.65). Paper focuses on 'Reaction' and 'Learning' stages. Evaluation data collected via semi-structured interviews - questions about expecations, experiences, successes, challenges.
Findings:
Reaction: Partner schools = keen to participate because it widened course options available and increased uptake and eased classing issues (e.g. combining levels 5 and 6 and staffing of classes). For pupils, the possibility of studying a subject they wanted at university = big draw card.
Learning: Students asked whether expectations had been met and compared with school. Students reported that they enjoyed:
- being treated more like adults
- feeling more independent
- feeling like students
- having to do research
- not being 'spoonfed' all the time
- and making new friends
- feeling prepared for university (p.69)
Schools reported enjoying the provision of better facilities and equipment.
Theme emerging from data:
- acculturation;
- engagement;
- learner identity;
- being treated like adults;
- self-confidence;
- sense of belonging.
Core argument: Immersion within university culture = permits students "to see the other side of ['the academic borderlands' Green (2006)] and to experience life as a university student" (p.70).

Context: Report on then ongoing Higher Education Academy- funded project on PG transition (aimed at exploring gap in the literature). Discusses WP/ offers definition p.27-8.
Aim: To explore transition in postgraduate (UK) context/ unpack assumptions
Theoretical frame: Located in Communities of Practice framework - expansive view of transition to include learning, identity and participation
Methodology: Qualitative ethnographic methodology within critical realist frame. Used semi-structured interviews with postgrad (Master/ PhD) students on commencement and then fortnightly email interviews for first term, then monthly emails. Also conducted interviews with 6 staff members responsible for PG teaching/supervision. Analysis: grounded theory/ CoP framework
Findings: 1) heterogeneity of PG students: implementation of WP agenda needs to recognise diversity of student body - often PG students are assumed to be relatively homogeneous: "This inaccurate assumption may arise from the idea that having an undergraduate degree means that students are skilled in the practices necessary for success in HE, and thus that there is little (if any) further transition to be made by that stage.... For all of them, difficulties in the transition to postgraduate study were experienced as difficulties in
the mastery of key skills or academic practices, suggesting that postgraduate students do not come 'equipped' for their studies in higher education" (p.31). Academic practices appear to be excluding some PG students. Discuss increasing student numbers in context of 'credential inflation' (Van de Werfhost & Anderson, 2005) - PG quals likely to become more popular. PG students could have gap between UG (if studied at all) and PG course. Struggles with tech also problematic. Also changing into different discipline area experienced as challenging.
2) teaching and learning at PG level: more independent learning (than for UG study) cited by students and staff but its translation into practice = unsatisfactory: "Clearly it will be difficult for postgraduate students to engage in the level of independent study that is expected and required of them, when the academic practices which they encounter do not assist them in the development of such skills" (p.37).
Relevance to PGCW/ equity: Makes case that PG study is underpinned by assumptions about a homogeneous student body who have studied UG degree in same discipline and who have technological practices and familiarity with academic practices. Teaching and learning practices do not appear to do much to support students to become more independent learners: "At present, participation, and so success, is undermined by
university processes which do not account for individual knowledge and skill bases which serve to undermine successful postgraduate trajectories" (p.38).
Pedagogical intervention suggested? Nothing specific
Points to future research agenda? No

Context: First year dentistry course in South African university. Argues that transition to university = generally challenging for most students. Takes a view of transition as transformative for personhood/identity - transition is not a purely cognitive change; it has emotional dimensions: "The new learning context, and transition into it, is integral to successful learning, and emotion is implicated in this process" (p.169; positive = exhilaration, anticipation, excitement; negative = anxiety, vulnerability, insecurity).
Aim: To "the role of emotion in transition [which] can inform mechanisms for student support" (abstract)
Theoretical frame: None explicit
Methodology: Qualitative pilot study with first-year dentistry students - students recruited from core 'Academic Literacy' module that the author teachers (n=15). Focus group interviews conducted in year 1, followed by individual interview in year 2. Grounded theory = analytic approach
Findings: Author offers 11 'descriptive tags' around 4 themes: academic challenges (knowing what to expect, feeling familiar, knowing what's going on, relationship with lecturers), friends and family (family support, making friends, anonymity), outside constraints (home responsibilities, finances), identity (language, becoming a dentist/ oral hygienist)
Core argument: Author suggests use of Heathcote & Taylor's (2007) framework for change management to frame transition interventions; students need someone to 'travel' with as they make their transitions (author suggests peer mentoring).

Context: UK higher education and WP, transition, increased anxiety and stress; disconnects between pre-entry expectations and realities, leading to increased attrition. Student satisfaction = cited as 'key factor' in successful transition/ retention. Little research has explored impact of pre-entry programmes on student satisfaction in context of transition
Aim: Two aims: 1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction (abstract).
Theoretical frame: Self-efficacy (Bandura), social identity theory (SIT), student satisfaction (literature reviews on p.2-3)
Methodology: Psychological; survey of two groups of Year 1 Psychology students from 2 post-92 HEIs (n=88; convenience sample) at two points (mid-S1; mid-S2): control group (n=73) = no pre-entry programme; experiment group (n=15) = pre-entry programme. 81% of students = 'traditional'; 16% = mature students. 15 of students had participated in pre-entry/ summer programme
Analysis: SIT = measured using Cameron's (2004) Three-Dimensional Strength of Group Identification Scale (12 items; 3 sub-scales)
Academic Self-Efficacy scale also used
Adapted FYEQ (First Year Experience Questionnaire) used to measure satisfaction
Findings:
Students who had participated in pre-entry programme = rated as having higher academic self-efficacy, and satisfaction than other group. Social identity= no difference between groups.
Academic self-efficacy predicted satisfaction over time from beginning
Social identity (in-group affect) predicted satisfaction at end
"These findings therefore suggest that pre-entry programmes may foster positive educational experiences and demonstrate further that student satisfaction may be influenced by different factors across different time points" (p.6)
Core argument: More research needed to know how much impact can be attributed to pre-entry programme. Pre-entry programme might "heighten satisfaction because they provide students with information about their course and university, which assists in the development of realistic expectations upon entering university" (p.7).
The finding that predictions of student satisfaction change over time is important, given that instruments like the NSS are static snapshots, often at end of year.

Context: Teen mothers (TM) in NZ and higher education, and intersections of educational disadvantage (gender, ethnicity, age). Education = significant because "education can be a precursor to moving out of poverty and to a higher standard of living for the TM and her children" (p.2). Statistics suggest that M_ori women are more likely to become teen mothers. Offers a literature review of Indigineity and mothering (p.2), and short review of literature on teen mothers (p.4).
Only 40% of TM finish high school
Less than 2% have a university degree by age 30.
Aim: To explore how Indigenous TMs transition into higher education and discuss the implications for the organisations; "to contribute to gender and education discourse through two key areas: firstly, including Indigenous knowledge to enrich the scholarship on TM; secondly, we develop a model to represent the challenges and successes of TM' s journey towards HE and in so doing present inclusive organisational practices with specific reference to enabling long-term formal education and planning for breaking the cycle of poverty, deprivation and negative perceptions of these mothers" (p.3).
Theoretical frame: Indigenous/ M_ori knowledge: Te Whare Tapa Wh_ (Durie, 1998) model of well being (see Table 2, p.6)
Methodology: Qualitative phenomenological; participants recruited via support organisations, personal networks and purposive snowballing. Participants = 8 TM (all had children in teens, all were in HE (5 studying UG; 3 progressed to PG), 3 managers from teen parent organisation in Auckland and 1 government official. Interviews with each; thematic analysis of interview data
Findings:
All students resisted idea that TM = drain on society and so they sought help to facilitate their access to education; "they reached out to the connectivity and relationships that they had or could cultivate with immediate and extended family, the notion of kaitiakitanga or guardianship where kinship is respected and honoured" (p.8). Insitutional support offered to TM listed on p.9
Authors developed 'Whare Tangata' model (house of humanity), which has 3 elements: stigma, support and self-attributes, and "embodies the research findings in a positive transformative manner" (p.10)
Stigma: linked to Wairua = spirit of resilience/ resistence, which "provides balance and harmony, enhances relationships, can foster the creation of safe spaces and is an integral part of being M_ ori and honouring kaitiakitanga" (p.11). Common driver = not to become another TM statistic and to provide more for children/ create better prospects for both mother and child/ren. HE = seen as the way to a better future.
Support: linked to manaaki and kaitiakitanga = caring/ relationships. Positive support = crucial for TM well-being, both through family/ community and via organisations. Challenge with these resources = adequate funding
Self-attributes: Linked to manaaki and wairua = kind to self and self-care/ cherish one's spirit = having high level of self-efficacy, resilience, independent and grounded. Strong Indigenous identity = increases self-confidence because of belonging and connection to place/space.
Learnings for academics:
- Need to understand Indigenous knowledge to facilitate retention and success (e.g. being sensitive to value placed on family
Articulate experiences and listen to/ engage with TM voices

Context: Australia has significant numbers of Year 12 non-completers (including school leavers who exit at earlier points in their secondary schooling), which lends significance to educational policies, practices and research surrounding educational re-entry pathways/'second chance' education. Factors influencing student non-completion are typically compounding and include parental occupation and education (low SES students are less likely to complete), family structure (students from single-parent and step-parent families are less likely to complete), gender (boys are less likely to complete because they experience fewer barriers to gaining an apprenticeship), language background (those from a language background other than English are less likely to complete), Indigenous status (Indigenous students are less likely to complete), academic achievement (students who struggle academically are less likely to complete), desire to get a job and earn an income, negative experiences of school or to undertake other training or study. However, the experiences of young people need to be considered in the context of the risk society, and wherein social structures may continue to have significant impacts on the experiences and choices of young people which they navigate through utilising their agency. Engaging in second chance education is part of this exercise of personal agency.
Aim: To "open up current educational policy discourse in Australia that hitherto and to a large extent still is preoccupied with improving retention and linear school to work transitions" (p. 104). The focus of this paper is TAFE; in this context "the term enabling courses' is used to describe a range of pre-vocational courses, bridging courses, literacy and numeracy programs, job seeker preparation and employment skills development programs and life skills programs aimed at various target equity groups" (p. 119).
Methodology: Literature review; review of "findings from the case studies of second chance education in New South Wales, Victoria and South Australia" (p. 128).
Findings: Many dominant metaphors about youth engagement with education reinforce concepts of linear education to work "pathways" (p. 112). The support available to young people "prior to early departure, at the point of early departure, after departure, at the re-entry stage and during the period of second chance education are limited, ad hoc and fragmented" (p. 113). The complex nature of student transitions into and out of education are not accounted for in research. Re-engaging with second-chance education signifies students' "struggle to reconstruct their educational identities and experience a sense of self-worth... [studies suggest that] the real value of these programs is to be found in the intangible benefits that students derived from them" (p. 114-5). Between 1998-2001 studies suggest the number of 15 to 19-year-old people engaging in enabling courses at TAFE increased to be the most represented demographic group in enabling courses; these students were disproportionately from equity categories (e.g. high representation of Aboriginal and Torres Strait Islander students, students from rural and regional areas). Factors found to influence enrolment in TAFE include low SES and eligibility for government study assistance, the positive relationships established between staff and students, accessibility and ease of articulation through educational pathways, and student-centred pedagogies and practices. It is difficult to compare outcomes for Year 12 completers and this student cohort as the aim of second chance education can vary, however TAFE can facilitate successful transitions to other forms of education and into the workplace. Policy makers continue to focus on linear transitions and retaining students through secondary education when it behooves them to embrace open discussion of the uncertainties faced by young people and their agency in making educational and employment decisions. Refusing to do so posits that young people are passive, second chance education is framed as deficit, those who engage in non-linear pathways are further alienated, and policies are less effective and more reactive. Highlights ways in which this is done well in international education contexts: Danish Production Schools for students experiencing difficulties transitioning through school; Netherlands has an emphasis in educational progression sideways rather than hierarchically, and on cross-agency support; New Zealand and the Alternative Education Policy; Israel and the establishment of external schools.
Core argument: "educational policy and practice should allow for the de-standardised, fractured and protracted nature of youth transitions" (109).

Context: Transition into higher education study for female, mature age and first in family students, who are described as defining themselves as 'imposters' in O'Donnell & Tobbell's (2007) study. Scopes gender divide in HE and scopes literature on women returners. Also navigates literature on identity/ies in HE (p.137-8). Transition = risky (see p.138). Social class also important frame
Aim: To offer insight into women's perceptions of their social world of the university and negotiations with the university; how the participants managed their transitions and their identity positions
Theoretical frame: Learning identity (Johnston & Merrill, 2009) = complex/ contradictory (intersectional): "Learning identities may have been forged in previous educational environments and so entry into higher education may either confirm them or disrupt them, prompting a renegotiation" (p.138); 'turning points' (see Cappeliez, Beaupre, and Robitaille, 2008) and 'becoming'
Methodology: Narrative inquiry/ repeat interviews with mature age, female and FinF students (n=17). Ontology = symbolic interactionism. Longitudinal nature (one year) allowed O'Shea to "journey with the participants in order to explore the various critical stages encountered as they themselves were experiencing them" (p.141). Age range of participants = 18-47 (average age = 32). 9/17 had finished HSC; 10/17 had completed some form of post-school education (VET/ Access to gain access). 4/17 completed STAT test.
Iterative process of analysis, a "circuitous process" (p.144)
Findings: Three themes: Coming to university, Persisting in the university environment, Changes in thinking
Coming to university: Decision to enrol at university = major, often with resistance from family members. Only 2/17 had experienced joy and excitement from partner. Turning points = varied between women but marked a point where university became a possibility/ necessity (e.g., an escape from dysfunction, possibility of getting more out of life, fulfilment, shift away from domestic space). Compromise =needed to manage dynamics with family.
Initial interactions with university = complicated and intimidating (p.148). Persistence = characterised as series of turning points.
Persisting in the university environment: reflecting on 'highs' and 'lows', assessment featured prominently/ = significant turning points. At the beginning of Year 1, the idea of failing an assignment was the biggest fear (15/17 students); "This was related to both the financial implications of failure but also the personal and public repercussions such as diminished self-confidence as well as disappointment from self and others" (p.149).
Perception of transition = relational to prior educational experiences and perceptions of learning selves and knowledge of university and culture ('culture shock', p.150)
Changes in thinking: dramatic turning points in participants' relational lives (including relationships at home). Their reasons for studying changed over the course of the year, "even those women who had initially described university in more instrumental terms talked more about self-fulfilment and changes in identity by the end of the year" (p.152)
Core argument: Turning points = useful way of exploring students' transitions in identities through process of entering and studying in Year 1 of university (relational, confidence as learner, confidence in self more generally): "University and the related turning points in self-identity also led some of the women to question the taken-for-granted aspects of their lives" (p.153)

Context: Although the literature highlights new CALDM/Rs' desire to work and meaningfully contribute to their new country, many remain under employed despite holding multiple tertiary qualifications. In addition, there is limited research which focuses exclusively on transitions from higher education and into employment for CALDM/R students.
Aim: To 'provide an interpretive review of existing research concerning CALDM/Rs' experiences of employment and education, so as to argue for a research agenda that makes explicit the kinds of pathways needed to support this group of students to gain meaningful employment related to the discipline of their tertiary education studies' (p. 2).
Theoretical frame: Not specified in study.
Methodology: Interpretive literature review - qualitative synthesis of selected literature addressing issues of transition, HE and employment; Sampled from a database of more than 350 annotations of literature related to refugees (curated by Baker, 2019); Keywords employed - cultural/linguist/diverse; refugee; migrant; employ; education; Articles selected: 110 (related to Australian context); Questions employed in reviewing selected literature: '1) What do we know about CALD migrants and refugees' employment patterns in Australia? 2) What do we know about CALD migrants and refugees' transitions out of higher education/ transitions into employment? 3) What do we know about CALD migrants and refugees' access to and participation in tertiary education in Australia?' (p. 5)
Findings: Q1: Access to education is a critical issue, especially in forced migration settings; Nevertheless, this access improves upon resettlement; Barriers for CALDM/R who have accessed HE: Often created by structures and priorities of universities; Challenges in participating in HE for CALDM/R students: Lack of navigational knowledge of the education system (Bajwa et al., 2017; Fozdar & Hartley, 2013b) & an absence of responsive supports (Baker et al., 2018; Gately, 2014, 2015). Q2: There is a 'silence in literature with regards to students' transitions out of education and into professional employment' (p. 6); Patterns of under- or unemployment are higher than average for CALDM/R (Hugo 2011; Li et al. 2016; Mestan and Harvey 2014; Richardson, Bennett, and Roberts 2016). Q3: CALDM/R often struggle to find employment in settlement countries (Crawford et al. 2016; Fozdar and Hartley 2013a, 2013b; Hugo 2011) - often despite greater proportions of higher education qualifications (although some are not recognised; Colic-Peisker & Tilbury, 2006); systemic challenges that CALDM/R face in securing ongoing and meaningful work: 'limited English language proficiency, a lack of Australian (or host country) employment experience and references, lack of qualifications and/or difficulties with recognition of qualifications, skills and experience, as well as the impact of trauma and torture' (Fozdar and Hartley 2013b; Humpage and Marston 2005; Pittaway, Muli, and Shteir 2009) (p. 8); Importance of different forms of capital is a consistent theme in literature: human capital (linguistic proficiency, qualifications, employment histories); social capital (networks, bonds, familiarity); Another common theme: Failure of potential employers to recognise these forms of capital; Significance of English language proficiency in influencing CALDM/R's employment opportunities in Australia (Hugo, 2011); Insufficient support (time & space) for CALDM/R to develop their language & literacy proficiency before seeking employment (Baker & Irwin, 2019; Losoncz, 2017a, 2017b); Other factors influencing employment of CALDM/Rs - 'racialised prejudice' (Hebbani & Colic-Peisker, 2012) (p.9); location of settlement (regional areas) (Curry, Smedley & Lenette, 2018; McDonald-Wilmsen et al., 2009; Schech, 2014); Gender gap is also highly evident in the employment of CALDM/Rs.
Discussion: Two key barriers identified - 1) 'structural issues within the employment sector'; 2) 'A lack of support within the university sector' (p. 10)
Core argument: 'To promote positive integration and settlement outcomes, we need greater and more nuanced understandings of intersecting nature of identities in spaces of education and employment.' (p. 11).

Context: Widening participation/ massification of higher education and the 'problems' that arise from increased diversity of student body. This plays out in the diversity of experiences of/ transitions. "It is the chief task of an institution to ensure that the desirable transitions are achieved and the undesirable ones avoided, while allowing some flexibility about which of these are to accommodate different values" (p.156).
Aim: To argue that design/delivery of higher education should be based on major transitions/ changes that [all??] students undertake/ designed around 'individual development'.
Theoretical frame: Transition as change -some planned, some expected, some unexpected
Methodology: Essay
Discussion:
Authors make the case that there are different types of transitions that students undertake:
Transitions in knowledge, understanding and skills (from novice to 'skilled participant' of discipline)
Autonomy (from passive to autonomous student)
Approaches to learning (from surface to deep learning)
Social and cultural integration, which "involves identifying, understanding and assimilating a complex range of assumptions, behaviours and practices often tacitly represented by the range of disciplines, or fields, they are studying; and the demands persist throughout their studies" (p.159)
Students' self-concept - including self-esteem and self-efficacy [taking a psychological view]
Core argument: Need to identify 'worthwhile' transitions that students undertake and design/ deliver higher education in disciplinary-dependent ways

Context: [Post] modern society/ late modernity requires individuals to become comfortable with discomfort/ instability/ risk and to be adaptable and flexible. Broad ideas of transition are increasingly considered by policy makers, but are also increasingly individualised and therapeutic (see Ecclestone): "because transitions are predominantly conceived of as linear and uni-directional, support must be targeted at those who 'fail' to comply with these normative expectations, and who are therefore treated as vulnerable and disengaged (Ecclestone 2010), see p.6. Increased diversification of student body/ increased uptake of lifelong learning = results in transitions being more detached from specific ages/ stages of life (see work on standard v. elective biography from Glastra, Hake & Schedler, 2004). Resultingly, transition= common area of research
Aim: To recontextualise significance of transitions in adult learning; to consider how adult/ lifelong learning = absorbed into 'policy mainstream'; to consider issues of identity within this context; to propose idea of liminal identity
Theoretical frame: 'Transitional space' (Winnicott, 1953) = liminality as 'interstructural position' (Turner, 1987)/ space to experiment with new identities; habitus (Bourdieu/ Biesta et al., 2011). Definition offered: the ways in which people understand themselves as a 'learning self ', the ways in which they experience and interact with the social milieu of the university, and also the significance of these subjective identities and social milieu for their learning (p.8; italics in original).
Methodology: Author argues that in adult learning, qualitative/biographical methods and approaches = most common (youth studies = broadly more ethnographic or = large scale projects measuring inequalities = more likely to be longitudinal surveys)
"The 'biographical turn' also allows us to engage with a broad conception of learning, one which does not restrict the meaning of learning to institutional definitions, but which includes the cognitive and reflexive dimensions of learning as much as the emotional, embodied, pre-reflexive and non-cognitive aspects of everyday learning processes and practices" (p.7) - leading to growth in 'biographical learning'.
Author draws on RANLHE project (European study of retention/ access: HE), in particular the Scottish part of the project that looked at "the structural, cultural and personal interplay of learning and agency in non-traditional students' lives" (p.8).
Findings:
Culture shock
Physical disorientation
Feeling conspicuous
Emancipatory possibilities of HE
'Proving yourself'
Disconnections with other selves (e.g. professional self as nurse on p.9)
Core argument: Transitions = social and biographical
University = form of transitional space
Challenges classical version of liminality = notion of 'end point': "Given that such linear and unidirectional transitions are less and less the norm, there are important questions for practice arising from the normative assumptions that are embedded in many institutional practices and structures - and arguably in the underlying cultural ethos that characterises many educational institutions" (p.10).