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The Diverse Student Experience: Investigations and Responses

The Diverse Student Experience: Investigations and Responses. Anna Round Maddy McKinnon Student Services Centre Northumbria University. ‘Diversity’ – representation in HE. Representation and opportunity Initial concern over class

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The Diverse Student Experience: Investigations and Responses

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  1. The Diverse Student Experience: Investigations and Responses Anna Round Maddy McKinnon Student Services Centre Northumbria University

  2. ‘Diversity’ – representation in HE Representation and opportunity • Initial concern over class ‘Higher education should no longer be a privilege but a right for all able young men and women, regardless of their families, class, incomes or position’ (Robbins Report, 1963) • Increase in proportion of students from demographic groups under-represented in HE • Increase in number of international students and in range of study modes

  3. Diversity – student experience • Recognition of diverse student population and diverse experiences brought into and within HE • Student support, academic practice and curriculum as sites for diversity awareness • Legislation and provision – 1997 Guide (CRE, EOC and CVCP), Equality Challenge Unit (2000 & 2006 expansion), HEFCE benchmarks and PIs, institutional data collection • Significant relationship to retention (NAO 2002 report) • Diversity as relevant to all students

  4. ‘New’ categories of diversity • From staff interviews: religious belief, parent status, commuter vs. non-commuter • New financial regimes have ‘built in’ an additional ‘layer’ of diversity categories: employed vs. not employed, living at home vs. living away, debt levels, income levels/poverty, subsidised vs. non subsidised • These impact on practical issues of engagement with higher education and also on breadth of experience and expectations

  5. Examples-the ‘meaning’ of a job • Constructions of part time work-students -a misfortune (Susan-lucky to avoid it) -a necessary evil (Catherine) -a low priority in relation to their studies (Liam) -a learning opportunity (Jackie-retains student role)

  6. Examples-the meaning of a job • Constructions of part time work-staff -part of the learning to manage conflicting demands-time/money -“They are working to maintain a lifestyle” (Margaret Hodge 2002) - how many hours? Different ‘tipping points’ for different students -15 hpw too high-leaves no time for unstructured learning

  7. What students should have? • Staff showed varied levels of willingness to address ‘what is an appropriate student lifestyle?’ • Where staff did get more specific……. - Students should live frugally - charity shops/Primark - Student funding plus part time income is enough-it is heightened expectations which cause the problem

  8. What should students have – income

  9. Percentage of students who spend on…

  10. Mean weekly student expenditure on…

  11. Mean weekly household expenditure

  12. Differences in student expenditure

  13. Financial Diversity and Ethical Issues • Student Finance as a learning experience? - more than just learning to budget for themselves…? • Parental Subsidy and Parental Role in HE - do we think of students as adults or children? • Should HE accept or challenge social differences in resource? - do we accept that financial diversity means that some students get a much better chance to fulfill their potential than others?

  14. Responding to ‘new’ diversities • How far can an institution respond to knowledge about an individual student and about its student population? • Learning in a social context vs. learning about one’s social context • Student biographies and student identities • Responsiveness vs. labelling vs. ‘personalisation’ • Diversity strategies which accommodate student transformations

  15. Student narratives • Students site themselves as learners in a personal and social context • Prior learning, families, partners and friends all impact on their learning • ‘How I came to university’ is a heavily contextualised story • Power of narratives vs. personal freedom and those who choose to avoid this model

  16. Diversity & relationship to the subject • Student interviewees had had very different ‘journeys’ to university • Staff are aware of very different issues in personal resources for engagement with the subject (time – personal organisation, jobs, commuting, attitude & preparation) • Students felt that progressing through their course was changing them profoundly

  17. Questions?

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