22 SES 03 D, Inclusion and Diversity in Higher Education Settings
International concern relating to access and opportunity in Higher Education (Council of Europe, 1996; OECD, 2008) has generated global interest in ‘transition’ strategies to support the experience and retention of traditionally marginalised groups. The number and scope of initiatives and projects even in this network, network 22 (see recent correspondence and publications from network members, for example, BEVC 2002, 2003; Holmegaard, Madsen, & Ulriksen, 2013; Johannsen, Rump & Linder, 2013; Ulriksen, 2012; Ulriksen, Madsen & Holmegaard, 2010) bear testament to the attention currently being paid to transition and retention in Higher Education across Europe. However, the wicked problems of widening participation and how and why tertiary institutions tend to reproduce privilege (Bourdieu & Passeron, 1977; Teese, 2011) have proven intractable despite concerted policy efforts (Kift, 2009;Kift, Nelson & Clarke, 2012; Tinto, 2006-7).
Transition and retention have become focal points of ‘intervention’ and pedagogies in Higher Education institutions globally as increasing student diversity raises issues about how universities, traditionally designed for an elite (Trow, 1974) can be more accommodating and responsive. In their review and analysis of international literature and practice of transition, Gale and Parker (2012) propose that conceptualisations of transition fall into three main categories: T¹ approaches which frame transition as induction; T² approaches which view transition as development and; an emergent T³ literature which conceptualises transition as “becoming”. They suggest that T¹ and T² approaches are primarily system serving responses to the challenge of widening participation whereas a T³ view offers the most promise effecting social equity and inclusion as it requires higher education institutions to fundamentally transform themselves.
Ball, S.J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. Bason, Christian (2011): Public design: Leading innovation in government, PhD Work in Progress Paper, Copenhagen Business School http://www.mind-lab.dk/en/business-phd/public-managers-as-designers BEVC, Milena. Internal (economic) efficiency of higher education in Slovenia in the nineties : 8-year panel study for generation 1991/1992 : paper presented at the European Conference on Educational Research 2002 - ECER 2002, Lisbon, 11-14 September. 2002. 19 str. [COBISS.SI-ID 953486] BEVC, Milena. Longitudinal study on internal efficiency of higher education : prispevek na "25th Annual EAIR Forum", 24.-27. avgust, 2003, Limerick (Irska). 2003. [COBISS.SI-ID 1039502] Bourdieu, P. & Passeron, J-C (1997). Reproduction in education, society and culture. Chicago. University of Chicago Press Gale, T. & Parker, S. (2012, iFirst). Navigating change: a typology of student transitions in Australian higher education. Studies in Higher Education Holmegaard, HT , Madsen, LM & Ulriksen, L 2013, ' A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education ' C S S E , s. 1-32. Johannsen, BF , Rump, CØ & Linder, C 2013, ' Penetrating a wall of introspection: a critical attrition analysis ' Cultural Studies of Science Education , vol 8, nr. 1, s. 87-115. http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s11422-013-9542-3 Kift, S. (2009). A transition pedagogy for first year curriculum design and renewal. Keynote Address. FYE Curriculum Design Symposium 2009, Brisbane. Retrieved from http://www.fyecd2009.qut.edu.au/resources/PRE_SallyKift_5Feb09.pdf Kift, S., Nelson, K. & Clarke, J. (2010). Transition Pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. The International Journal of the First Year inHigher Education, 1(1), 1-20. Organisation for Economic Cooperation and Development. (2008). Education at a glance 2008:OECD indicators. Paris: OECD. Teese, R. (2000). Academic success and social power. Carlton South, Victoria: Melbourne University Press. Tinto, V. (2006-2007). Research and practice of student retention: What next? Journal of College Student Retention, 8(1), 1-19. Trow, M.A. (1974) Problems in the Transition from Elite to Mass Higher Education. In Policies for Higher Education: Conference on Future Structures of Post Secondary Education Ulriksen, L , Madsen, LM & Holmegaard, HT 2010, ' What do we know about explanations for drop out/opt out among young people from STM higher education programs? ' Studies in Science Education , vol 46, nr. 2, s. 209-244. http://www.tandfonline.com/doi/pdf/10.1080/03057267.2010.504549 Ulriksen, L 2012, ' Attracting students and making them stay: the importance of expectations and experiences in the recruitment and retention of engineering students '. i Proceedings of the 40th SEFI Annual Conference 2012: Engineering Education 2020: Meet the Future. SEFI: European Association for Engineering Education, Brussels, Belgium, s. 68-81. http://www.sefi.be/conference-2012/Papers/kn%20lecture%20Ulriksen.pdf
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