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About the authors
Chapter 1: Setting the context
International trends supporting widening participation in higher education
Theoretical perspectives underpinning social inclusion
Opportunities and challenges
Strategies for improving access and retention
How students from diverse backgrounds succeed in higher education: an overview
Using participatory research and the student’s voice to inform decision-making
An introduction to the cases
Chapter 1: discussion topics
Chapter 2: Finding the way to higher education: Miranda and Rochelle
Reflections and future plans
Reflections and future plans
Implications for managing and supporting student diversity: transition to higher education and the first year experience
Chapter 2: discussion topics
Chapter 3: This time it’s different: Sesh and Shannon
Implications for managing and supporting student diversity: student retention
Chapter 3: discussion topics
Chapter 4: The international experience: Lam and Zelin
Implications for managing and supporting student diversity: international students
Chapter 4: discussion topics
Chapter 5: Coming to education later in life: Alex Carole and Virginia
Alex Carole’s story
Implications for managing and supporting student diversity: mature age students
Chapter 5: discussion topics
Chapter 6: Finding my voice at last: Lillian, Marie, and Harriet
Implications for managing and supporting student diversity: encouraging transformative learning
Chapter 6: discussion topics
Chapter 7: Helping students to succeed
How the students from diverse backgrounds succeeded in higher education
Overall implications of the cases for managing and supporting student diversity
Chapter 7: discussion topics
Government initiatives in many countries emphasise social inclusion in higher education, resulting in a more diverse student population. This presents opportunities and challenges for academic and professional staff in managing and supporting these students. Managing and Supporting Student Diversity in Higher Education focuses on how students succeed amidst a culture of widening participation. The book is divided into seven chapters. The first introduces current literature and policies to present an international perspective on widening participation in higher education. The following five chapters present students’ stories on topics including getting into higher education, the international experience, coping with education later in life, and identity. Stories are followed by implications for management and support, and discussion topics for practitioners. The book concludes by looking at how students succeed in higher education and the implications for managing and supporting student diversity.
- Provides an accessible and practical resource using students’ own voices
- Emphasises how students from diverse backgrounds succeed in higher education
- Offers in-depth personal insights into issues facing learners from diverse backgrounds
Teaching and professional staff in higher education, including central support staff, learning advisors, and librarians
- No. of pages:
- © Chandos Publishing 2013
- 31st July 2013
- Chandos Publishing
- Paperback ISBN:
- eBook ISBN:
Dr Benson is a Senior Lecturer in Educational Design and e-Learning at Monash University, Australia. She has an extensive background in adult education, distance education and the use of educational technologies in higher education. She has initiated the design and development of many ‘workbooks’ to support academic professional development workshops on aspects of teaching, and to act as standalone resources for staff. Recent workbooks have included an orientation to educational design and e-learning, and covered specific issues relating to online communication and online assessment.
Margaret Heagney is a student equity consultant and Adjunct Research Fellow in the Faculty of Education, Monash University. Her current research interests are retention of students from diverse backgrounds, equitable selection systems and equity for postgraduate students.
Lesley Hewitt is a former social work lecturer at Monash University and is currently working in disability.
Glenda Crosling is Professor and Senior Academic Advisor at Sunway University in Malaysia, and Adjunct Associate Professor in the Office of the Pro Vice-Chancellor (Learning and Teaching), Monash University, Australia. Currently, Glenda’s research interests are transnational higher education, innovation and creative thinking.
Anita Devos is an Adjunct Research Fellow, and former Senior Lecturer, Faculty of Education, Monash University. Anita’s research interests include issues of gender, identity and learning in contemporary society, and doctoral education. She currently works as a consultant to organisations on equity and diversity issues.
Monash University, Australia