Session Information
04 SES 07 B, Effective Provision: Achievement
Paper Session
Contribution
There has been an increasing pressure on higher education institutions (HEIs) to take a greater responsibility for widening participation among diversified student groups. As a result of the diversity policy students have become a heterogeneous group consisting of individuals with various needs, desires and knowledge. But there is scarce knowledge of how individuals that need physical, social or pedagogical adjustments of their courses succeed in higher education. What motivate them and what are the success criterions in higher education for students that need adjustments?
This research project is an investigation of students’ experiences and descriptions of their motivation and success criterions through their educational career.
There are research contributions on the students own experiences based on different difficulties in HE (Fuller, Bradley & Healey, 2004a; b; Holloway, 2001) and focus on the learning environment (Fuller et al., 2009, Fuller et al., 2004b; 2008; Magnus, 2009). Further there are also research contributions on what extent young people’s experiences of schooling prepare them for adulthood (Bjarnason 2005). However, there is scare knowledge about how students with challenges in their studies reach higher education and how they have managed to go complete/carry through their educational career.
Analytical approach
The analytical perspective is inspired by the categorisation of motivation as intrinsic and extrinsic (Ryan & Deci 2000). Intrinsic motivation is defined as “the doing of an activity for its inherent satisfactions rather than for some separable consequences” (p. 56) and extrinsic motivation “is a construct that pertains whenever an activity is done in order to attain some separable outcome” (p. 60). This categorizing is debated. Among others Reiss has criticized this categorizing and has contributed with an alternative approach with a theory of 16 basics desires (Reiss 2004).
Method
Expected Outcomes
References
Bjarnason, Dóra S. (2005) “Students’Voices: How Does Education in Iceland Prepare Young Disabled People for Adulthood?” In Scandinavian Journal of Disability Research. Vol. 7, No. 2, pp. 109-128. Fuller, M., Bradley, A., & Healey, M. (2004a). Incorporating disabled students within an inclusive higher education environment. Disability and society, 19, 455-468. Fuller, M., Georgson, J., Healey, M., Hurst, A., Kelly, K., Riddel, S., Robert, H., & Weedon E. (2009). Improving Disabled Students’ Learning: Experiences and Outcomes. New York: Routledge. Fuller, M., Healey, M., Bradley, A., & Hall, T. (2004b). Barriers to learning: a systematic study of the experience of disabled students in one university. Studies in Higher Education, 29(3), 303-318. doi: 10.1080/03075070410001682592 Fuller, M., Riddel, S., & Weedon E. (2009). Reflections and conclusions. In Fuller et al. (Eds.), Improving Disabled Students’ Learning: Experiences and Outcomes. (pp. 167-180). New York: Routledge. Goodson, I & P. Sikes (2001). Life history research in educational settings: Learning from lives. Studies in Education and Change. Buckingham: Open University Press. Healey, M., Bradley, A., Fuller, M., & Hall, T. (2006). Listening to students: The experiences of disabled students of learning at university. In M. Adams & S. Brown (Eds.), Towards Inclusive Learning in Higher Education. Developing curricula for disabled students (pp. 32-43). London: Routledge. Holloway, S. (2001). The experience of higher education from the perspective of disabled students. Disability & Society, 16(9), 448-454. Magnus, E. (2009). Student, som alle andre. En studie av hverdagslivet til studenter med nedsatt funksjonsevne [A student like all the others. A study of everyday life of disabled students]. (Doctoral dissertation. June 2009). Trondheim: Norwegian University of Technology and Science. 2009: 121.
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