Introduction

This concluding chapter aims to:

Our focus is on your role as a practitioner either directly involved in teaching or supporting students, or involved with students as part of your work – for example, in recruitment, enrolment or administrative tasks relating to their study at university.

Implicit in the students’ stories and our discussion in the preceding chapters is an account of higher education that presently does not cater well for students who enter from diverse or non-traditional pathways. This is supported by evidence from a range of countries that we presented in Chapter 1, suggesting that universities are still largely oriented towards young people of middle class background with a strong and coherent, and usually urban, high school education. As the literature on students’ first year at university illustrates, some young school leavers may face challenges entering higher education, but those students who enter without this background face particular challenges (e.g. Klinger and Murray, 2012; Yorke, 2008). The students’ stories illustrate how some of them succeed in the face of these challenges.

What makes success possible for these students includes a mix of individual students’ personal characteristics and circumstances, forms of support and assistance offered by others, and structural factors, which can be broadly divided into individual and institutional factors, as we noted in Chapter 1. As a practitioner, you will primarily be concerned with institutional factors by improving the structures and supports that make success possible. In their stories, the students identified the factors that were key to their success. We summarise these below as a basis for addressing the overall implications that they suggest for university staff.

How the students from diverse backgrounds succeeded in higher education

We begin this section by reviewing the key factors that contributed to the success of each of the students in Chapters 2–6. We then consider these in the context of the literature on how students succeed in higher education that we outlined in Chapter 1.

In Chapter 2, Miranda’s story suggests that the key contributors to her success were her personal qualities, including the skills she developed in organising her study and circumstances, and the support she received, primarily from people outside the university. Despite her unsettled background, the stability and sense of direction she developed because of factors such as the needs of her mother and sister, the female role models in her life, the perception that she was smart, and the ‘pluck’ resulting from her mother’s influence, all appeared to contribute to successful study. As a student, her organisation of her study (‘[I]t’s a priority. It’s like work’) and her related determination (‘I’m extremely stubborn’) contributed to her success, along with support, particularly from her mother and partner, and also from university staff and her employer. Other structural factors included the flexibility of distance education, which made her study possible, along with the earlier educational opportunities she had grasped; and the guidance of the Salvation Army Officer, which led to a ‘government job’ and subsequently to further study. These factors gave her directions that she might not have otherwise taken. The specific learning opportunities provided by the course, and their application in the workplace, contributed to Miranda’s success as well.

Also in Chapter 2, Rochelle’s story reveals a similar pattern of how successful study occurs, despite the fact that she lacked confidence as a learner. She failed in her first two attempts to enrol in a further education course and took a long time to find the direction that she needed (perhaps as a consequence of her earlier schooling in a remote regional town, where ‘everyone’s a tradesman’). Along the way she received continuous practical support from her parents, which included funding a final year of education at boarding school, and providing accommodation for her while at university. Rochelle also developed confidence and direction from a number of serendipitous encounters that led to her enrolment in her course. Tenacity (‘[when you] start something you should finish it’) and the desire to ‘use my brain’ positioned her well, and once in the course, like Miranda, she developed a routine where she treated her study as work. A number of structural and course-related factors contributed to her growing confidence during the course. These include her professional placements, her collaboration with peers in the course, and with friends, and the motivational impact of passing her subjects. Rochelle, too, benefited from the availability of distance education and also support from the study centre of another university in her town.

In Chapter 3, Sesh’s story demonstrates how the development of critical skills in time-management and a systematic approach prioritising study, combined with various forms of support, were key factors in success. Although Sesh had successful experiences at school, the disruption in her family life, and her education in a rural area – which reinforced gendered expectations and offered inadequate preparation for higher education – did not provide for early success at university. After various work experiences and the influence of an employer who recognised her abilities, she developed the capacity to move forward irrespective of her family’s influence (‘It’s pure determination now’) with a focus that meant ‘there’s nothing else in my life. I’ve made uni such a central process.’ Sesh benefited from accommodation and financial support (such as funding to attend a conference) provided by her family, as well as peer support available through online contact with her fellow students, the feedback provided by teaching staff on her work, and the experience of her professional placements, which increased her motivation.

Also in Chapter 3, Shannon’s story is notable for the sophisticated use he makes of the organisational tools on his computer to manage his study. This use, combined with a study approach that demonstrates both rigidity and flexibility, are important factors in his success. Shannon’s story also highlights the important role of personal circumstances in success. It was the birth of Shannon’s son when he was young that disrupted his first attempt at university study. His subsequent work history, combined with his family situation, then drove the need to ‘set myself up’, which led to his enrolment at university several years later. Also influential in providing direction for his second attempt at study was the example of his mother, who returned to study and completed a teacher education qualification as a mature age student, as well as a significant encounter with a social work student and the influence of others at a training course he attended. This training opportunity enabled him to mix with university-educated staff in his field and reaffirmed for him the possibilities of higher education. Like Sesh, Shannon experienced considerable personal development in the years prior to enrolment, pursuing opportunities offered in his workplace. His continuing development as a learner was evident from the way he engaged with his study, particularly through the application of theory to practice during his professional placements. Shannon demonstrated his persistence and determination by tailoring his study times to suit his work and family responsibilities, getting up early to study before his family was awake. He also demonstrated careful financial management to deal with forgoing income from his job to undertake the professional placement requirements of the course. In addition to his own commitment, the support of his family and workplace, and the availability of off-campus study contributed significantly to Shannon’s success.

In Chapter 4, the stories of international students Lam and Zelin show a different study trajectory from the students in previous chapters, with successful study an expectation, as held by their fathers in particular. Nevertheless, their stories show many similarities with the students’ stories we have considered so far, demonstrating initial difficulties in finding the course that was right for them, the importance of support from others, and the role of their own motivation and determination in their success.

Lam showed early initiative and independence, resisting the direction her father suggested for her and becoming an international student in Australia. She was, however, disadvantaged by lack of knowledge about the career opportunities in the field she chose. It was her subsequent experience in the workforce that led to her successful experience of study. Once enrolled in the social work course, Lam, like the other successful students, demonstrated determination and strong organisational skills (using a year planner to guide her study), receiving assistance from others (peers in the course, other friends, her family, and boyfriend). Her comments illustrate the importance of curriculum design in contributing to success, in this case through the inclusion of small classes and group activities that provided a supportive environment for questioning and participation.

Zelin’s enrolment followed school and university study in her home country (‘I’ve been studying all my life so far’), but her misunderstanding of the career opportunities associated with the postgraduate course that she originally undertook led to a change of direction a few months later. Once enrolled in the undergraduate course, she used similar organisational skills to Lam, and benefited from support from her friends and peers in the course, financial assistance provided by her parents, and the emotional support of her parents and boyfriend. Like Lam, she referred to aspects of the design of the course which contributed to her success, including its practical focus such as role plays in class and learning from professional placements. She also valued the encouragement from lecturers to express her opinions.

In Chapter 5, Alex Carole’s story demonstrates a personal commitment to study resulting from a health crisis, a serendipitous encounter, and awareness of an ‘opportunity to turn my life around’. These contributed to her persistence in achieving success, even when she failed a compulsory subject twice. The support of her spouse and the voluntary work she undertook in Malaysia were factors contributing to her success. Like Zelin, Alex Carole noted the value of the practical focus of the course, including role plays and professional placements. Being able to study in distance education mode was also important to her success, as was the support of her peers in the course through online communication.

Virginia’s successful study experience presented in Chapter 5 was underpinned by a long-held desire to study combined with circumstances that made it possible. Contributing factors were the support of her husband, her mother and her children, and the availability of off-campus study. Like others, she formed strong skills in managing her time and her study, combining organisation with flexibility and treating study as work. She demonstrated resilience by overcoming setbacks, taking ‘my own future into my own hands’. She also benefited from the ‘style of learning’ offered by off-campus study, the non-prescriptive nature of the course, and the support provided by her student group. The experience gained in her professional placements and the motivational impact of being offered the opportunity to study at Honours level were also major contributors to her success.

Lillian’s story in Chapter 6 highlights the combination of personal characteristics, favourable circumstances, and support in successful study. While her desire to study had emerged relatively recently compared with Virginia, it was characterised by persistence and resilience and nourished by the ‘secure base’ provided by her husband and child and by the friend at her mothers’ group who encouraged her initial enrolment. Favourable circumstances included a secure financial position, and access to child care and a cleaner. Like others, she benefited from the option to study in distance mode, and was willing to sacrifice other aspects of her life, particularly her social life with friends, to manage and prioritise her study, although she needed to make compromises to care for her daughter, and for her mother before she died. Her mother’s illness and death precluded her acceptance of an offer to study at Honours level, an offer she, like Virginia, found motivating. Despite the difficulties, her desire not to let herself and others down drove her success.

Although Marie came from a background where education was valued, her story in Chapter 6 initially illustrates the multitude of factors that can adversely affect capacity to study. Much later a major event in the form of a serious illness, complemented by a direction-giving experience (her voluntary work) triggered a personal commitment and a set of circumstances that made successful study possible (‘I just think that in life sometimes you get a second chance. And it feels like this is that’). Marie’s ‘migrant determination’ (‘you just don’t give up’) was evident in the way she overcame difficulties to succeed. These difficulties included study problems, further episodes of illness, her husband’s departure to work overseas, and the breakdown of their marriage. She was supported by her mother, her children, her girlfriend, one lecturer in particular, and initially by her husband. Other factors included her skills in managing her anxiety in order to study, while at institutional level, the option to transfer from full-time to part-time study, and the experience of being ‘thrown in at the deep end’ during her second placement, also contributed to her success.

Finally, Harriet’s story in Chapter 6 illustrates the role of motivation and tenacity in success (‘I was never going to give up right from the start, because I wanted a good solid qualification that would get me a job’), which was validated by her early academic success in the course. Like Virginia (Chapter 5) and Lillian, Harriet found being offered a place in the Honours program affirming. She recognised that the way the course was designed and taught helped her to succeed. Her appreciation of early online subjects that were broken down into ‘small achievable chunks’ with feedback offered early, echoes Shannon’s preference for ‘lots of little assignments’ (Chapter 3), while small group work developed Harriet’s self-confidence and facilitated social connections. She also benefited, as Marie did, from being able to change from full-time to part-time study. Her success was assisted by the mentoring and career advice her Honours supervisor provided, along with ‘the support of all the lecturers’ and her partner and daughter. As well as providing financial assistance necessary for her to continue her studies, an equity bursary from the university gave her further affirmation of her worth and supported her ultimate success.

The students’ accounts of how they succeeded in their studies support the evidence of what makes success possible, outlined in Chapter 1. The experiences provided by the students’ stories vividly convey the impact of individual factors such as age, gender, ethnicity, location, and financial status, plus institutional factors such as flexible study modes, inclusive curricula, integrated support, and scholarships on their capacity to succeed. Read together, these stories offer a mature age perspective on success compared with research that focuses on students entering university directly from school.

Among the individual factors, the stories confirm the important role of family and friends in success noted by others (e.g. Devlin and O’Shea, 2012; Kinnear et al., 2008; Kuh et al., 2006), even when those who supported them had limited understanding of what university study involved, a factor that characterises the experiences of students who are first in their family to enter higher education (Ferrier and Heagney, 2000). The central role of students’ motivation, personal goals, and career aspirations in shaping success similarly affirms these other findings (e.g. Devlin and O’Shea, 2012; Kinnear et al., 2008).

For many of the students, the decision to come to university was the outcome of a long process of self-awareness formed through often painful life experiences, favourable circumstances that made study possible, and a realisation that ‘the time was right’. Favourable circumstances included having children who were at school and a stable financial situation. For others it was a case of ‘seizing the moment’ and realising that the circumstances were favourable – the ‘second chance’ in life that Marie (Chapter 6) identifies. For some time before she enrolled in her course, Harriet (Chapter 6) knew she wanted to work in a ‘caring’ profession in her twenties but she was aware that she was not yet ready to take that step:

Among the institutional factors supporting the students’ success, the important roles of teaching staff in relation to personal support, teaching strategies, and curriculum design were apparent, reflecting factors identified by others (e.g. Crosling et al., 2008; Devlin et al., 2012; Hockings, 2010), with the value of group work, feedback, practical learning, and use of the online environment highlighted in particular. At a broader institutional level, the availability of flexible study modes made successful study possible for a number of students. Some students’ comments also reinforce the importance of financial support for success (e.g. Devlin et al., 2012; Kinnear et al., 2008; Kuh et al., 2006; Long et al., 2006) and, in terms of support beyond the university, the experiences of Miranda (Chapter 2), Shannon (Chapter 3), Zelin (Chapter 4) and Alex Carole (Chapter 5) indicate the relevance of flexibility on the part of employers as a factor for students who are working as well as studying (Kinnear et al., 2008; McInnis, 2001).

Overall implications of the cases for managing and supporting student diversity

In a context of universal participation in higher education, the questions facing practitioners include: What can you do to assist students from non-traditional backgrounds to succeed? And how can the life skills and experience of talented students, who have taken non-traditional pathways into university or who come from non-traditional backgrounds, be respected and harnessed in ways that support their success in higher education? In this section we consider the implications of the students’ stories for ways that you, as a teaching or professional staff member, can reconsider your role, as an individual and as a member of a department or team.

We do this in two stages: first, by focusing on comments made in students’ stories about strategies by academic or professional staff which assisted them, or which could have assisted them; and secondly, by summarising some key implications for managing and supporting student diversity in higher education which emerge from the students’ comments. We relate these to strategies for transition, retention, supporting international students, supporting mature age students, and encouraging transformative learning that we addressed in Chapters 2–6.

Summary

In this final chapter we have reviewed the stories of how students from diverse backgrounds succeeded in higher education and identified the main factors that contributed to their success, placing these factors in the context of some of the literature presented in Chapter 1. We then considered the implications for university staff suggested by these stories, identifying five key areas of focus: facilitating peer interaction; facilitating practical learning; offering feedback and encouragement; offering flexibility; and facilitating student-centred access to information and services.

‘Unpacking’ these implications will provide a wealth of further, specific ideas, depending on your role and context, and you may wish to consider these along with other indicators of success that can be found in the literature. We have suggested that you also consider the implications in the context of issues related to transition, retention, supporting international students, supporting mature age students, and encouraging transformative learning, with the last two of these offering directions from adult education which may be particularly useful in enhancing the learning of all students if you have a teaching role.

In their own words, these students from non-traditional backgrounds have articulated the personal and structural factors which helped them succeed, as well as those which worked against them. Their perspectives and insights provide a timely agenda for discussion and action, as universities adapt to the changing demographics of higher education in order to better serve a diverse student population and community.

Chapter 7: discussion topics