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Exploring staff perceptions of first-generation studentsto enhance professional development of academic staff

    1. [1] Manchester Metropolitan University

      Manchester Metropolitan University

      Reino Unido

    2. [2] University of Cape Town

      University of Cape Town

      City of Cape Town, Sudáfrica

  • Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 402-408
  • Idioma: inglés
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    • Supporting students’ transition into higher education is often described as essential to enhancetheir progression and learning experiences, and their ultimate successful completion of their degree.Yet students from non-traditional backgrounds continue to report considerable difficulties in adaptingto university life (Hamshire, Forsyth et al., 2018; Laubscher-Kelly, Paxton et al., 2018). Whilst there is aconsiderable body of research on students’ learning experiences, the perspectives of staff working withthese students are rarely recorded. This paper reports on a collaborative project between researchers inthe UK and South Africa exploring staff perceptions of first generation students’ experiences. Twentymembers of staff volunteered to be included in the study at each of the participating institutions, andwere invited to reflect on their perceptions and experiences using semi-structured interviews. All interviewswere digitally recorded, transcribed verbatim and subsequently analysed using a thematic approachto identify staff perceptions. Despite the very different cultural contexts experienced by thesestudents in the two institutions, the staff reported considerable similarities in the challenges they believestudents face in integrating into university life. This session will present findings from the project,with a focus on the role of academic professional development. We will also showcase some of the resourcesdeveloped for professional development during the project as well as offer reflections on futuredevelopments and potential wider implications.


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