Good practice report: Student transition in higher education from Uni. of Southern Queensland on Vimeo.
Student Transition in Higher Education Report
Other Publications:
Gale, T. & Parker, S. (2014). Navigating change:
a typology of student transitions in Australian higher education. Studies in
Higher Education, 39(5), pp. 734-753 http://www.tandfonline.com/doi/full/10.1080/03075079.2012.721351
Content and Development of the eResource
This Good Practice Report
reviews 14 completed projects and five fellowships funded by the Australian
Learning and Teaching Council (ALTC) between 2006 and 2010, and identified by
the ALTC as contributing to an understanding of student transition into HE.
Five then-current projects (three projects and two fellowships) are also identified
and summarised although, given their in-progress status, they were not analysed
in the Report.
The Report includes a
one-page summary of each ALTC project and fellowship. These identify and
analyse the findings of, and resources for, teaching and learning in HE
produced by the ALTC projects and fellowships, particularly in relation to
student transition. To enable a reading across these, each project/fellowship
is summarised in six sections: (1) overview; (2) design, methodology; (3)
findings, resources, outcomes; (4) dissemination; (5) implications for student
transition into higher education; and (6) project report online availability.
Sections three and five are particularly pertinent to the interests of this
Report.
Outcomes
Emerging from this analysis
of ALTC projects and of the international literature are three broad
conceptions of student transition: as induction (T1), development
(T2), and becoming (T3). These categories are not
explicitly named in the literature. Rather they represent Gale and Parker’s analysis
of existing research and program description.
The following
recommendations for further development or work in the field of student
transition into HE are informed by the review of the national and international
research literature (including work completed as part of the ALTC projects and
fellowships). The recommendations largely mirror the review’s conclusions
regarding this literature.
Gale and Parker recommend
that future research and practice in the field of student transition in higher
education should:
- Declare how transition is defined. This should be an explicit statement that identifies how transition is defined within the project/program.
- Draw on related fields and bodies of knowledge. This should include drawing on the extensive research literature from related fields, particularly in relation to youth and life transitions and education and social theory.
- Foreground students’ lived reality. Institutional and/or systemic interests should not dominate research and practice.
- Broaden the scope of investigation. Adding to the corpus of investigations on the full range of ‘vertical’ and ‘horizontal’ transitions should be an integral part of the research and/or practice.
Report Authors
Professor Trevor Gale
Professor
Trevor Gale is a critical sociologist of education, with research interests in
policy and social justice, particularly in the fields of schooling and higher
education.
He has an
international reputation for his monographs Just Schooling (OUP 2000)
and Engaging Teachers (OUP 2003), co-authored with Kathleen Densmore,
and for his Foucauldian theorization of policy methodology. His more recent
conception of student equity in terms of ‘mobility’, ‘aspiration’ and ‘voice’
(with Sam Sellar) and his typology of student transition (with Stephen Parker),
have reframed the problem of social inclusion in higher education.
Prior to
taking up his current position at Deakin University, Professor Gale was the
founding director of Australia’s National Centre for Student Equity in Higher
Education (2008-2011), a research centre established and funded by the Australian Government.
While there he led the government-commissioned national review of university
outreach programs, reported in Interventions Early in School (2010),
which now informs inter/national policy and practice in the field.
Professor
Gale is Chief Investigator on two current Australian Research Council (ARC)
research projects: one focused on secondary school student
aspirations in Melbourne’s western suburbs; the other on the social justice
dispositions of teachers in advantaged and disadvantaged secondary schools.
He is a past president of the Australian Association for Research In
Education (AARE) and the founding editor of Critical
Studies in Education. He is also a co-founding editor of the book series, Education Policy and Social Inequality.
- http://www.deakin.edu.au/contact/staff-profile/?pid=7643
- http://www.tandfonline.com/toc/rcse20/current
- http://www.springer.com/series/13427
Dr Stephen Parker
Dr Stephen
Parker is Research Fellow at Deakin University with interests in social
justice, public policy, social and political theory and sociology. He works closely
with Professor Trevor Gale on several research projects related to these
interests, in areas of schooling and higher education. His substantive position
is as a Research Fellow on the Australian Research Council research project: Social justice dispositions informing
teachers’ pedagogy in advantaged and disadvantaged secondary schools.
From
2008-2012, Stephen was a researcher in Australia’s National Centre for Student
Equity in Higher Education (NCSEHE) where he contributed to a number of key
projects including an ALTC-commissioned report on student transitions to higher
education, as well as research on current higher education policy and student
aspirations. He is also a co-author of the Australian Government-funded Interventions
Early in School report (Gale et al. 2010).
Prior to
working at the NCSEHE, he was engaged in research on the inequities of social
security policy, housing and homelessness and published in those areas. In 2011
he completed his PhD entitled Theorising Human Rights: Foundations and Their
Influence at the University of
South Australia. In September 2012, he was a Visiting Scholar at the
Centre for Educational Research in Equalities, Policy and Pedagogy, University
of Roehampton in London, UK.
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