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  • Interpreting the first-year experience of a non-traditional student: A case study

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    Kearney185670.pdf (339.2Kb)
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    Author(s)
    Kearney, Judith
    Stanley, Glenda
    Blackberry, Gina
    Griffith University Author(s)
    Stanley, Glenda
    Year published
    2018
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    Abstract
    This article concerns non-traditional students’ involvement in Australian higher education. It aims to deepen understanding of enabling and constraining factors for this group’s retention, through an in-depth case study of a non-traditional student’s university experience. The study is underpinned by principles of phenomenology, hermeneutics and idiography with data analysis involving an inductive coding process and a thematic analysis. Findings draw attention to the need to provide support for non-traditional university students in developing a sense of connectedness and resourcefulness. The study makes an original contribution ...
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    This article concerns non-traditional students’ involvement in Australian higher education. It aims to deepen understanding of enabling and constraining factors for this group’s retention, through an in-depth case study of a non-traditional student’s university experience. The study is underpinned by principles of phenomenology, hermeneutics and idiography with data analysis involving an inductive coding process and a thematic analysis. Findings draw attention to the need to provide support for non-traditional university students in developing a sense of connectedness and resourcefulness. The study makes an original contribution to knowledge by challenging the assumption that western theories of psychology, which privilege an individualist perspective, adequately explain and predict behaviours of non-traditional students who are members of collective social systems. It emphasises the need for researchers and practitioners to adopt an interpretative stance that accommodates a collectivist perspective. Without this approach, student behaviours may be misinterpreted and their circumstances may be unfairly undervalued.
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    Journal Title
    Student Success
    Volume
    9
    Issue
    3
    DOI
    https://doi.org/10.5204/ssj.v9i3.463
    Copyright Statement
    © 2018 The Authors. This work is licensed under a Creative Commons Attribution 4.0 International Licence. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
    Subject
    Education systems
    Publication URI
    http://hdl.handle.net/10072/383715
    Collection
    • Journal articles

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