Show simple item record

dc.contributor.authorAllan, Joanna
dc.contributor.authorBentley, Hilary
dc.date.accessioned2009-01-15T15:19:26Z
dc.date.available2009-01-15T15:19:26Z
dc.date.issued2006
dc.identifier.citationWidening Participation and Lifelong Learning, 8(3): 40-46.
dc.identifier.issn1466-6529
dc.identifier.urihttp://hdl.handle.net/2436/47531
dc.description.abstractThe impetus for supporting the development of students’ learning in higher education (HE) comes as a result of the impact of a range of factors affecting the profile of undergraduate students world-wide. In the UK, the widening participation agenda is a key driver that is predicated on the premise that ‘we cannot afford to waste talent simply because of a reluctance to foster it’ (HEFCE, 2006: 9). In seeking to address the discrepancies in the participation rates between different social classes, universities in the UK are offering fair access to HE to disabled students, mature students and men and women from all ethnic backgrounds. Modern universities (founded post- 1992) especially have found that large numbers of students now come from non-traditional backgrounds, and that there are difficulties associated with supporting and fostering learning where students’ prior educational experiences are very varied (Bamber and Tett, 2000; McInnis, 2001; Zeegers and Martin, 2001). There is little value for HE institutions in attracting students on to courses if they subsequently drop out of their studies, but the factors influencing attrition rates are both wide-ranging and complex.
dc.language.isoen
dc.publisherStafford: Staffordshire University
dc.relation.urlhttp://www.staffs.ac.uk/journal/voleightthree/resnotetwo.htm
dc.subjectHigher education
dc.subjectWidening participation
dc.subjectUndergraduate students
dc.subjectLearning
dc.subjectUK
dc.subjectDrop-outs
dc.subjectNon-traditional students
dc.subjectRetention
dc.subjectPost-1992 universities
dc.titleStudent drop-out: an investigation into reasons for students leaving Bioscience programmes in one new university, over a period of five years.
dc.typeJournal article
dc.identifier.journalWidening Participation and Lifelong Learning
html.description.abstractThe impetus for supporting the development of students’ learning in higher education (HE) comes as a result of the impact of a range of factors affecting the profile of undergraduate students world-wide. In the UK, the widening participation agenda is a key driver that is predicated on the premise that ‘we cannot afford to waste talent simply because of a reluctance to foster it’ (HEFCE, 2006: 9). In seeking to address the discrepancies in the participation rates between different social classes, universities in the UK are offering fair access to HE to disabled students, mature students and men and women from all ethnic backgrounds. Modern universities (founded post- 1992) especially have found that large numbers of students now come from non-traditional backgrounds, and that there are difficulties associated with supporting and fostering learning where students’ prior educational experiences are very varied (Bamber and Tett, 2000; McInnis, 2001; Zeegers and Martin, 2001). There is little value for HE institutions in attracting students on to courses if they subsequently drop out of their studies, but the factors influencing attrition rates are both wide-ranging and complex.


This item appears in the following Collection(s)

Show simple item record