Description
Retention has become an increasing area of concern for HEIs in recent years. Where previously universities were judged on the employment destinations of their graduates, non-continuation rates are now being focused on (Hillman, 2021). Recent issues which have compounded the need for universities to focus on student retention include the Covid-19 pandemic (Aspinall, 2021) and the cost of living crisis (UK Parliament, 2024), furthering the pressures on many students.Scott (2020, p14), Scotland’s Commissioner for Fair Access, highlights that certain student groups are of particular concern, such as students from socioeconomically disadvantaged areas, and it may be that such students require a specific type of support within HE (Ardis, 2020). Despite the barriers to entering higher education being reduced for such students through the widening participation (WP) strategy, following their admittance to university it is often found that little else is done to support their transition into and through university (Tight, 2020).
The aim of this Professional Doctorate research is to improve the student-supporting systems and strategies currently in place within HE establishments, with a particular focus on students from low socioeconomic areas. The study draws upon the experiences and opinions of existing HE students who self-identify as being from working-class backgrounds and the first in their family to go to university. A Listening Rooms approach (Parkin and Heron, 2022) was implemented where, rather than students being interviewed by an academic, they brought along a friend to have a discussion around the topic, without the presence of the researcher.
| Period | 2 Jun 2025 |
|---|---|
| Event title | Professional Doctorate Conference |
| Event type | Conference |
| Location | Dundee, United KingdomShow on map |