|Title: ||An overview of research on student support: helping students to achieve or achieving institutional targets? Nurture or De-Nature?|
|Citation: ||Teaching in Higher Education, 12(5/6): 683-695.|
|Publisher: ||Taylor & Francis|
|Journal: ||Teaching in Higher Education|
|Issue Date: ||2007 |
|Additional Links: ||http://www.informaworld.com/smpp/content~db=all?content=10.1080/13562510701596240|
|Abstract: ||In the quasi-marketised environment of the new, mass higher education (HE), centralised policy continues to dictate conditions, and traditionally stable sources of income are being made increasingly unreliable. An increasing emphasis on student support within HE institutions (HEIs) has been made necessary by targets for student numbers and the funding that rests on these numbers. These tensions have been added to for 'post-1992' universities, by the Widening Participation initiative that brings with it particular issues around recruitment and retention. Rather than focusing on the models and systems of support that are being developed in different HE settings and their effectiveness, the aim of this paper is to theorise the imperatives behind these, to look again at the context that informs their inception and how the various support structures position and identify students. Through this, the tensions that exist between financial incentives, 'bums on seats', Widening Participation and academic achievement rates will be explored.|
Supportive learning environments
|Appears in Collections: ||Creating Positive Student Experiences|
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