Abstract
This chapter introduces the philosophy of the book, and provides an overview of each chapter: to enable a diverse student population to succeed in higher education and beyond, student engagement in an inclusive learning environment is necessary. This requires institutional transformation. Student diversity is increasing, to reflect national populations; but this requires students to not only access higher education, but to succeed. ‘Success’ often focuses on continuation and completion, but it can encompass wider benefits, and it is context specific. Individual chapters use terms that are relevant to their contexts. Research indicates that student engagement promotes success, and although this is a poorly defined term it underpins the book, and the need for higher education institutions to change to ensure students can be successful. Transformation includes shared responsibility for success, recognising strengths rather than deficits, effective leadership, partnerships with students, inclusive learning and the use of data and the student voice.
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Notes
- 1.
The government response to Bradley pushed the 40% target out to 2025.
- 2.
The six target groups are: students fromIndex of Multiple Deprivation (IMD) quintiles 1 and 2; students from POLAR 4 quintiles 1 and 2; Black, Asian and Minority Ethnic students; Mature students; disabled students; and care leavers.
- 3.
The six identified equity groups are: people from low socioeconomic backgrounds; Indigenous Australians; people from regional and remote areas; people with disabilities; people from non-English speaking backgrounds; and women in non-traditional areas (Department of Education, Employment and Training, 1990).
- 4.
See Higher Education Standards Framework (2015): ‘successful transition’ in Standard 1.3.1 and 1.3.6; ‘equivalent opportunities for academic success regardless of students’ backgrounds’ in Standard 2.2.1; ‘regular external referencing of the success of student cohorts against comparable courses of study’ in Standard 5.3.4; and ‘use of data on student progress and success’ in Standard 5.3.7. Retention is referred to in Standard 1.3.5: ‘Trends in rates of retention, progression and completion of student cohorts through courses of study are monitored to enable review and improvement.’
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Thomas, L., Kift, S., Shah, M. (2021). Student Retention and Success in Higher Education. In: Shah, M., Kift, S., Thomas, L. (eds) Student Retention and Success in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-80045-1_1
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