Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31266
Appears in Collections:Faculty of Social Sciences eTheses
Title: Associate Students in transition from college to university: a sociocultural study
Author(s): Fotheringham, Julia A
Supervisor(s): Brosnan, Kevin
Husband, Gary
Keywords: transitions
direct entrants
widening participation
Associate Students
CHAT
communities of practice
social justice
inclusion
landscapes of practice
peripheral participation
inequalities
Issue Date: 23-Apr-2020
Publisher: University of Stirling
Abstract: It is important to understand students’ experience of transition from college to university if institutional and national targets to widen participation in higher education are to be achieved. The Associate Student Project (ASP) funded by Scottish Funding Council, supports dual matriculation for Associate Students. This study explores the sociocultural experience of 23 Associate Students from four Scottish colleges who transitioned as direct entrants into the third year of engineering degree programmes at a post-92 university. Further it illuminates these students’ participation in the communities that they encountered during their first year at university. First the analysis draws from Cultural Historical Activity Theory (CHAT) to offer a system-wide perspective of the ASP enacted in the colleges. This illustrates how the subjects (students) and the sociocultural context co-evolve to meet the object and outcomes of the system. Next, findings highlight the contradiction of being matriculated in both institutions yet the university was largely absent during the college years. Skills workshops position the Associate Students as in deficit and needing support despite being viewed by college lecturers as amongst the most academically able. The micro-perspective of direct entry students’ participation at university is framed by Wenger-Trayner and Wenger-Trayner’s (2015) landscapes of practice. Student participants preferred to remain at the periphery, engaging with former college peers at the expense of engaging with new social networks or academic support provided by the university. Findings further suggest that Associate Students’ transition to university is mediated as much by spatial mobility and an individual’s personal circumstances as it is by transition support. This study contributes to knowledge about the transition of students from one educational sector to another, and about their engagement as they gain access to university through flexible routes. Without these, some of them would have been unable to go to university at all.
Type: Thesis or Dissertation
URI: http://hdl.handle.net/1893/31266

Files in This Item:
File Description SizeFormat 
JFotheringham_POST_VIVA_2020.pdf3.53 MBAdobe PDFUnder Embargo until 2022-06-11    Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.



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 library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.