Closing the policy-practice gap for low-SES students in higher education: the pedagogical challenge

Thomas, Glyn (2014) Closing the policy-practice gap for low-SES students in higher education: the pedagogical challenge. Higher Education Research and Development, 33 4: 807-820. doi:10.1080/07294360.2013.863846


Author Thomas, Glyn
Title Closing the policy-practice gap for low-SES students in higher education: the pedagogical challenge
Journal name Higher Education Research and Development   Check publisher's open access policy
ISSN 1469-8366
0729-4360
Publication date 2014-01-01
Year available 2013
Sub-type Article (original research)
DOI 10.1080/07294360.2013.863846
Volume 33
Issue 4
Start page 807
End page 820
Total pages 14
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract This paper reports on an interpretivist research study that sought to articulate the strategies being adopted by selected universities to recruit, teach and retain students from low socio-economic status (SES) backgrounds. The literature is clear that these students face more barriers and fewer encouragers than their peers to engage with higher education and that the institutional habitus of universities, including their pedagogies, does not always work in their favour - creating an impression that they do not belong. Using a naturalistic inquiry approach, 19 semi-structured interviews were conducted with teachers and leaders from 12 Australian universities with a regional focus. Findings suggest that while these universities have successfully developed initiatives to recruit and support students from low SES backgrounds, less attention is being directed to the teaching and learning challenges and opportunities created by increased student diversity. New thinking, effective curricula and pedagogies, and transformative staff-development programmes are needed to capitalise on the potential benefits of a more socially diverse cohort.
Keyword Equity
Higher education
Pedagogy
Policy
Student diversity
Teaching practice
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 19 Dec 2013

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
Institute for Teaching and Learning Innovation Publications
 
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