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

Research Output: Contribution to journal Article Peer-review

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 135-161

Journal (Volume, Issue Number)

Widening Participation and Lifelong Learning (Volume 22, Issue 2)

Publication milestones

  • Accepted/In press - 01/07/2020
  • Published - 01/07/2020

Publication status

Published - 01/07/2020

ISSN

1466-6529

External Publication IDs

  • handle.net: 10547/624751

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