Abstract
Oral Presentation at HETL 2023, Session 4C2
Background: There have been increasing developments in widening access (WA) to higher education in recent years and significant resource has been invested in developing initiatives to support students who have experienced disadvantage in pursuing their career aspirations. Despite this, there is still limited understanding, amongst both students and educationalists, regarding what specific barriers WA students may face. This study aims to conceptualise the barriers experienced by students who have completed a pre-medicine ‘gateway’ course to further understand the challenging circumstances which they often have to navigate.
Methods: Focus groups and semi-structured interviews were carried out with ‘gateway’ students from six consecutive cohorts. Data were collected on an audio-recorder, transcribed verbatim and analysed thematically.
Results: Several themes pertaining to key barriers which may be experienced by WA students have been identified: Lack of knowledge of widening access initiatives (e.g., school not signposting); Lack of encouragement to apply to university (e.g., expectation do not want to leave rural community); Challenges accessing specific and relevant advanced subjects (e.g., having to travel to study; lack of teacher expertise; subjects not available for study); Lack of social capital (e.g., to facilitate gaining relevant work experience); Lack of family support (e.g., estranged from family); Lack of confidence in ability (e.g. not feeling good enough).
Conclusion: This study has outlined the complex barriers which WA students face in pursuing their career aspirations. Although this initial study was derived from medicine, the challenges experienced can be translated to other WA students regardless of career aspiration. Since many difficulties do not instantly disappear when a student enters University, it is crucial for educational professionals to gain a better understanding of the obstacles that students experience in order to ensure that the right support systems are in place. This is particularly important in terms of both student outreach and retention.
Background: There have been increasing developments in widening access (WA) to higher education in recent years and significant resource has been invested in developing initiatives to support students who have experienced disadvantage in pursuing their career aspirations. Despite this, there is still limited understanding, amongst both students and educationalists, regarding what specific barriers WA students may face. This study aims to conceptualise the barriers experienced by students who have completed a pre-medicine ‘gateway’ course to further understand the challenging circumstances which they often have to navigate.
Methods: Focus groups and semi-structured interviews were carried out with ‘gateway’ students from six consecutive cohorts. Data were collected on an audio-recorder, transcribed verbatim and analysed thematically.
Results: Several themes pertaining to key barriers which may be experienced by WA students have been identified: Lack of knowledge of widening access initiatives (e.g., school not signposting); Lack of encouragement to apply to university (e.g., expectation do not want to leave rural community); Challenges accessing specific and relevant advanced subjects (e.g., having to travel to study; lack of teacher expertise; subjects not available for study); Lack of social capital (e.g., to facilitate gaining relevant work experience); Lack of family support (e.g., estranged from family); Lack of confidence in ability (e.g. not feeling good enough).
Conclusion: This study has outlined the complex barriers which WA students face in pursuing their career aspirations. Although this initial study was derived from medicine, the challenges experienced can be translated to other WA students regardless of career aspiration. Since many difficulties do not instantly disappear when a student enters University, it is crucial for educational professionals to gain a better understanding of the obstacles that students experience in order to ensure that the right support systems are in place. This is particularly important in terms of both student outreach and retention.
| Original language | English |
|---|---|
| Publication status | Published - 13 Jun 2023 |
| Event | HETL 2023 - Aberdeen, United Kingdom Duration: 12 Jun 2023 → 14 Jun 2023 |
Conference
| Conference | HETL 2023 |
|---|---|
| Country/Territory | United Kingdom |
| City | Aberdeen |
| Period | 12/06/23 → 14/06/23 |
| Other | International Higher Education Teaching and Learning Association (HETL) |