|Appears in Collections:||Faculty of Social Sciences Conference Papers and Proceedings|
|Peer Review Status:||Refereed|
|Title:||Researching Retention and Non-Traditional Learners: evidence on pre-entry preparation|
|Citation:||Field J & Morgan-Klein N (2010) Researching Retention and Non-Traditional Learners: evidence on pre-entry preparation In: . Hitting the ground running: reflections on pre-entry student support and new students’ academic preparedness for higher education, Glasgow Caledonian University.|
|Conference Name:||Hitting the ground running: reflections on pre-entry student support and new students’ academic preparedness for higher education|
|Conference Location:||Glasgow Caledonian University|
|Abstract:||This paper reports on experiences of non-traditional undergraduates who have entered university following a pre-entry preparatory programme. The evidence is drawn from a collaborative European research project on Access and Retention: Experiences of Non-traditional Learners in Higher Education. The project focuses on access, retention and drop-out in higher education institutions in relation to non-traditional students (younger and adults) and the factors which promote or inhibit this (for further details see www.ranlhe.dsw.edu.pl). We present here findings for the Scottish sample to date.|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.