Reducing Inequality through Institutional Action: Towards a Process Framework for Student Transition and Support

Autor/inn/en	Almeida, Shamika; Ranabahu, Nadeera; Verma, Reetu
Titel	Reducing Inequality through Institutional Action: Towards a Process Framework for Student Transition and Support
Quelle	In: Higher Education, Skills and Work-based Learning, 12 (2022) 6, S.1138-1153 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almeida, Shamika) ORCID (Ranabahu, Nadeera) ORCID (Verma, Reetu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-07-2021-0148
Schlagwörter	Equal Education; Institutional Environment; Disadvantaged; Transitional Programs; Student Adjustment; Foreign Countries; Program Evaluation; Educational Change; Academic Support Services; Australia + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Programme evaluation; Programmevaluation; Bildungsreform; Australien
Abstract	Purpose: Much of the existing literature note how students' academic difficulties result from their background and lack of cultural capital. This paper aims to focus on internal structural inequality where people with particular backgrounds are disadvantaged within an institution. Design/methodology/approach: The authors use a case study approach to understand how an in-built faculty programme, Business for Success (B4S), mitigates institutional inequalities. Findings: The study's findings demonstrate that students need services to get accustomed to university, settle in and transition to professional work. Student services are both dependent (such as bridging courses, peer mentoring and internships) and independent (such as ongoing communication, resource loans) on the stage of their studies. Originality/value: This paper contributes to theory and practice by developing a process framework that policymakers could use to design holistic support programmes and improve students' transition to university, learning and professional work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01