Navigating change : a typology of student transition in higher education

Gale, Trevor and Parker, Stephen 2012, Navigating change : a typology of student transition in higher education, Studies in higher education, vol. iFirst article, pp. 1-20.

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Title Navigating change : a typology of student transition in higher education
Author(s) Gale, Trevor
Parker, Stephen
Journal name Studies in higher education
Volume number iFirst article
Start page 1
End page 20
Total pages 20
Publisher Routledge
Place of publication London, England
Publication date 2012
ISSN 0307-5079
Keyword(s) student transition
widening participation
social inclusion
student equity
Summary Student transition into higher education has increased in importance in recent times, with the growing trend in Organisation for Economic Cooperation and Development nations towards universal higher education provision and the concomitant widening of participation to include previously under-represented groups. However, ‘transition’ as a concept is largely employed uncritically in the field. In making these transition assumptions explicit, this article argues that there are three distinct accounts in the research literature, which inevitably lead to different approaches to transition policy, research and practice in higher education. While the third – transition as ‘becoming’ – offers the most theoretically sophisticated and student-sympathetic account, it is the least prevalent and least well understood. The article further argues that future research in the field needs to foreground students' lived realities and to broaden its theoretical and empirical base if students' capabilities to navigate change are to be fully understood and resourced.
Notes Version of record first published: 09 October 2012.
Language eng
Field of Research 160809 Sociology of Education
130103 Higher Education
130199 Education systems not elsewhere classified
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2012, Society for Research into Higher Education
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Document type: Journal Article
Collection: School of Education
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