scholarly journals Employability and Inclusion of Non-traditional University Students: Limitations and Challenges

2021 ◽  
Vol 9 (1) ◽  
pp. 133-151
Author(s):  
María Aurora Tenorio Rodríguez ◽  
José González-Monteagudo ◽  
Teresa Padilla-Carmona
Keyword(s):  
Underrepresented Students ◽  
Traditional Students ◽  
Public University ◽  
University Staff ◽  
European Universities ◽  
Key Skills ◽  
Non Traditional Students ◽  
Neoliberal Policies ◽  
The University ◽  
Depth Interviews

In recent decades employability has become more visible and is part of the agenda of European universities, leading to a closer link between higher education and the labour market. In this context, the objectives of this study are: to analyse the approach to employability developed by the university; to find out the influence of employability policies on non-traditional students; and the alignment of the development of employability with the democratic mission of the university. Qualitative research has been carried out at one public university in Southern Spain, based on 40 in-depth interviews, undertaken with non-traditional students and graduates, employers, and university staff. The main results obtained are: the employability approach is based on the acquisition of key skills, in the framework of neoliberal policies; the opportunities offered to students to improve their employability are unevenly distributed and, therefore, scarcely available to underrepresented students; and the market-oriented concept of employability damages non-traditional students. The development of the democratic and inclusive role to be developed by the universities requires challenging the policies and practices on employability, that are based on neoliberal perspectives. This involves the visibility of the power relations at stake as well as the promotion of critical and reflective pedagogies, with the aim of questioning and reducing the inequalities faced by non-traditional students.

Examining University Retention Efforts of Non-Traditional Students

2011 ◽  
pp. 228-237
Author(s):  
Valerie McGaha-Garnett
Keyword(s):  
Academic Success ◽  
Financial Stability ◽  
Traditional Students ◽  
State University ◽  
Her Family ◽  
University Retention ◽  
Delivery Services ◽  
Educational Credentials ◽  
Non Traditional Students ◽  
The University

Many non-traditional and first-generation students face multiple limitations to successful academic achievement, like the case of the student referred to in this chapter named Sarah. A primary strength that Sarah identified, related to academic success, was her ability to provide emotional and financial stability for her family. To accommodate her full-time schedule and parenting demands, Sarah expressed a need to learn through distance education from a research-based, state university. Adult learners, like Sarah, are more likely to seek online instructional delivery services. They often do this to as they seek educational credentials and job enhancement for the workplace. Despite the increased usage of web-based course delivery, many students favor traditional learning environments in the university (Adams & Corbett, 2010). Thus, personal, academic, and social factors may determine non-traditional students’ preference in learning methods.

scholarly journals Challenges and Interventions of E‑learning for Underresourced Students amid Covid‑19 Lockdown: A Case of a Zambian Public University

2021 ◽  
Vol 9 (1) ◽  
pp. 23-40
Author(s):  
Charity L.M. Kombe ◽  
Dingase E. Mtonga
Keyword(s):  
Thematic Analysis ◽  
Empirical Data ◽  
Qualitative Data ◽  
Support Systems ◽  
Public University ◽  
Descriptive Statistics ◽  
University Staff ◽  
E Learning ◽  
The University

This article reports the challenges of e‑learning faced by under-resourced students in a Zambian public university during the 2020 Covid‑19 lockdown. The article further examines the interventions made by the university to mitigate the challenges of e‑learning faced by under-resourced students. The article is based on empirical data derived from an online closed- and open-ended questionnaire completed by 73 under-resourced students, and an interview with two university staff. The quantitative and qualitative data collected were analysed using descriptive statistics and thematic analysis respectively. The article provides evidence that under-resourced students encountered various challenges related to e‑learning categorised under the following interlinked themes: technical, environmental, psychological, sociocultural, financial, and material. Lack of ICT facilities/devices (laptops, smartphones, tablets and desktops), internet, electricity, and support systems were the most critical barriers to e‑learning. Findings further showed that the sampled university made efforts to mitigate the challenges faced by students during e‑learning amid the 2020 Covid‑19 lockdown. However, there were no focused interventions to specifically address the actual challenges under-resourced students encountered. Regrettably, this suggests that the needs of under-resourced students were overlooked. Thus, the authors suggest strategies universities should put in place to uphold the participation of all students during e‑learning regardless of the circumstances.

Habitus conflicts and experiences of symbolic violence as obstacles for non-traditional students

2017 ◽  
Vol 16 (1) ◽  
pp. 12-29 ◽  
Author(s):  
Erna Nairz-Wirth ◽  
Klaus Feldmann ◽  
Judith Spiegl
Keyword(s):  
Higher Education ◽  
Social Inequality ◽  
Methodological Approach ◽  
Traditional Students ◽  
Traditional Student ◽  
Working Class Students ◽  
Non Traditional Students ◽  
Underlying Mechanisms ◽  
Institutional Habitus ◽  
The University

Despite an expansion of educational opportunities throughout the EU, access to university is still distributed based on social inequality. This tendency can be observed in all EU countries, with Germany, Austria and Slovakia showing particularly low levels of upward mobility. Many working-class students or other non-traditional students never even contemplate entering the field of higher education; others achieve university entry, but fail to overcome the obstacles faced in this field. Drawing on Bourdieu’s theoretical-methodological approach and based on 12 narrative, problem-centred interviews, this study presents a general habitus-oriented analysis of non-traditional university drop outs. We then focus on one case study to describe how the habitus of a non-traditional student is preformed through his family and school background and conflicts with the university field and its institutional habitus requirements. We show that students with a strong sense of their social position and ‘place’ (Bourdieu, 1990; Goffman, 1951) are particularly at risk of feeling like ‘cultural outsiders’ in the higher education field, a situation that leads to increased fears of failure. We conclude with a reflection on the relevance of Bourdieu’s relational thinking for understanding and addressing the underlying mechanisms of social inequality and a discussion of measures necessary to improve graduation rates for non-traditional students in Europe.

scholarly journals Laptop computers and wireless university campus networks: Is flexibility and effectiveness improved?

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
Miikka J. Eriksson ◽  
Hanna Vuojärvi ◽  
Heli Ruokamo
Keyword(s):  
University Students ◽  
Student Support ◽  
Traditional Students ◽  
Questionnaire Data ◽  
University Campus ◽  
Laptop Computers ◽  
Campus Networks ◽  
Non Traditional Students ◽  
Support Practices ◽  
The University

<span>This study explores whether university students find that laptop computers and networks increase flexibility and effectiveness of studying. Special attention has been paid to non-traditional students who have extra commitments, such as taking care of children or term-time employment. Questionnaire data was collected from students who had the opportunity to acquire a laptop partly sponsored by the university. The data was analysed quantitatively. Results show that students with children particularly benefited from the support the laptops and networks provided. However, term-time employment did not influence students' experiences of flexibility or effectiveness in studying. Since it is increasingly common for university students to have other commitments along with their studies, this information can be utilised when planning teaching and student support practices.</span>

scholarly journals Understanding University Engagement: The impact of COVID-19 on collaborations and partnerships

2021 ◽  
Author(s):  
Siew Fang Law ◽  
Joann Cattlin ◽  
William Locke
Keyword(s):  
University Staff ◽  
External Stakeholders ◽  
University Engagement ◽  
Barriers And Challenges ◽  
The University ◽  
The Impact ◽  
Depth Interviews

In preparing for post-COVID-19 environment, this study sets out to explore the key barriers and challenges facing university staff and external stakeholders in sustaining engagement, and proposes ways to improve university external engagement. A total of 25 in-depth interviews were conducted during the pandemic disruptions with university staff across disciplines, levels and portfolios at the University of Melbourne, aiming to explore the different meanings, purposes, barriers and future outlooks on the ways in which universities engage with our society.

scholarly journals Panopto: the Potential Benefits for Disabled Students

2016 ◽  
Vol 8 (12) ◽  
Author(s):  
Clifton Kandler ◽  
Melanie Thorley
Keyword(s):  
Universal Design ◽  
Traditional Students ◽  
Disabled Students ◽  
Advantages And Disadvantages ◽  
The Disabled ◽  
Potential Benefits ◽  
Non Traditional Students ◽  
Institutional Benefits ◽  
The University

This paper sets out to review the recent Panopto (lecture capturing) trial undertaken at a London University. We discuss the scope and findings of the trial.  The universal design (UD) concept is briefly addressed to demonstrate how universal design can benefit a great many students, although the emphasis is on disabled students, which will enable the university to comply with the Equality Act 2010 aspect of anticipatory measures. In addition to the potential advantages and disadvantages for future disabled students who may not be in receipt of the Disabled Students’ Allowances (DSA), we also suggest potential institutional benefits and how different cohorts of non-traditional students may benefit from the technology. 

scholarly journals Research Studies in Higher Education: Educating Multicultural College Students

2015 ◽  
Vol 5 (2) ◽  
pp. 206-207
Author(s):  
Cory Hamilton ◽  
Raul A. Leon
Keyword(s):  
Higher Education ◽  
College Students ◽  
Academic Success ◽  
Low Income ◽  
Underrepresented Students ◽  
Traditional Students ◽  
First Generation College Students ◽  
First Generation College ◽  
Non Traditional Students ◽  
Research Studies

Research Studies in Higher Education: Educating Multicultural College Students is a collection of nine studies that examine the experiences of underrepresented students enrolled in colleges and universities across the US. Presenting both quantitative and qualitative findings, this book enhances our understanding of current topics such as equity, access, achievement, and retention, focusing on the experiences of students. For international students and scholars, this book offers an insight into significant hurdles faced by many multicultural and non-traditional students and recommendations presented to improve college retention and academic success. This book examines the effectiveness of programs and policies intended to assist students of color, first generation college students, low-income students, undecided students, and non-traditional students.

Micro-machismo and discrimination in academia: The violation of the right to equality in university

2019 ◽  
Vol 8 (1) ◽  
pp. 010
Author(s):  
Estrella Montes-López ◽  
Tamar Groves
Keyword(s):  
Gender Equality ◽  
Public University ◽  
Unequal Treatment ◽  
Professional Careers ◽  
History Of ◽  
University Experiences ◽  
History Of The University ◽  
The Right ◽  
The University ◽  
Depth Interviews

The history of the university has been the history of a patriarchal institution traditionally dominated by men. The aim of this article is to show that women have suffered and continue suffering an unequal treatment in academia. The methodology used is qualitative, using forty-three in-depth interviews with academics of a Spanish public university. Experiences and practices that violate the right to equality in academia emerge from their discourses. Among them, we pay special attention to those which can be defined as micro-machismo in labour relationship within the university and related to discrimination against women in the development of professional careers. These results show that gender equality continues being an old aspiration in universities.

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