|Title: ||An overview of research on student support: Helping students to achieve or achieving institutional targets? Nurture or De-Nature?|
|Citation: ||CELT Learning and Teaching Projects 2005/2006|
|Publisher: ||University of Wolverhampton|
|Issue Date: ||2006 |
|Additional Links: ||http://www.wlv.ac.uk/celt|
|Submitted date: ||2007-01-17|
|Abstract: ||In the quasi-marketised environment of the new, mass 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. 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. In this context, it is not surprising that the issue of student support has triggered a raft of research and scholarship geared towards providing technical solutions. This paper argues that before such solutions are fixed on, HEIs need to investigate the conceptual underpinning of such mechanisms.
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.|
|Description: ||This article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.|
Supportive learning environments
|Appears in Collections: ||Institute for Learning Enhancement (ILE)|
|Files in This Item:|
|Helping Students To Achieve.pdf||135Kb||Adobe PDF|
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.