The Diverse Student Experience:

Investigations and Responses

Anna RoundMaddy McKinnon

Student Services Centre

Northumbria University

‘Diversity’ – representation in HE

Representation and opportunity Initial concern over class

‘Higher education should no longer be a privilege but a right for all able young men and women, regardless of their families, class, incomes or position’ (Robbins Report, 1963)

Increase in proportion of students from demographic groups under-represented in HE

Increase in number of international students and in range of study modes

Diversity – student experience

Recognition of diverse student population and diverse experiences brought into and within HE

Student support, academic practice and curriculum as sites for diversity awareness

Legislation and provision – 1997 Guide (CRE, EOC and CVCP), Equality Challenge Unit (2000 & 2006 expansion), HEFCE benchmarks and PIs, institutional data collection

Significant relationship to retention (NAO 2002 report)

Diversity as relevant to all students

‘New’ categories of diversity

From staff interviews: religious belief, parent status, commuter vs. non-commuter

New financial regimes have ‘built in’ an additional ‘layer’ of diversity categories: employed vs. not employed, living at home vs. living away, debt levels, income levels/poverty, subsidised vs. non subsidised

These impact on practical issues of engagement with higher education and also on breadth of experience and expectations

Examples-the ‘meaning’ of a job

Constructions of part time work-students

-a misfortune (Susan-lucky to avoid it)-a necessary evil (Catherine)-a low priority in relation to their studies

(Liam)-a learning opportunity (Jackie-retains

student role)

Examples-the meaning of a job

Constructions of part time work-staff-part of the learning to manage conflicting

demands-time/money -“They are working to maintain a lifestyle”

(Margaret Hodge 2002)- how many hours? Different ‘tipping points’ for

different students -15 hpw too high-leaves no time for

unstructured learning

What students should have?

Staff showed varied levels of willingness to address ‘what is an appropriate student lifestyle?’

Where staff did get more specific…….- Students should live frugally - charity shops/Primark- Student funding plus part time income is enough-it is heightened expectations which cause the problem

What should students have – income

Percentage of students who spend on…

    housing foodmobile phone car clothes eating out alcohol

1st year

2007 64 78 83 42 79 78 76

2006 51 71 86 38 76 77 82

   

2nd year 2007 68 86 97 36 76 71 79

   

final year

2007 63 78 89 51 81 77 72

2006 62 69 88 38 73 73 85

2005 48 68 92 57 78 69 77

2003 77 79   50     88

Mean weekly student expenditure on…

    housing foodmobile phone car clothes eating out alcohol

social life inc. alcohol

1st year

2007 £61 £22 £7 £25 £6 £12 £9 £23

2006 £64 £18 £6 £26 £9 £5 £12 £24

   

2nd year 2007 £58 £26 £7 £30 £8 £15 £6 £24

   

final year

2007 £56 £19 £6 £27 £8 £14 £8 £29

2006 £52 £18 £7 £21 £9 £8 £12 £26

2005 £51 £20 £8 £24 £10 £14 £7 £27

Mean weekly household expenditure

 food &

groceries alcoholeating

out clothing accommodation

lowest income decile - household £24 £2 £9 £7 £59

lowest income decile - person £18 £2 £7 £5 n/a

average - household £47 £11 £32 £23

 

average - person £20 £6 £13 £10

household headed by < 30 - household £35 £11 £37 £26

household headed by < 30 - person £15 £5 £15 £11

students £22 £7 £8 £7 £58

Differences in student expenditure

Financial Diversity and Ethical Issues

Student Finance as a learning experience?- more than just learning to budget for themselves…?

Parental Subsidy and Parental Role in HE- do we think of students as adults or children?

Should HE accept or challenge social differences in resource?- do we accept that financial diversity means that some students get a much better chance to fulfill their potential than others?

Responding to ‘new’ diversities

How far can an institution respond to knowledge about an individual student and about its student population?

Learning in a social context vs. learning about one’s social context

Student biographies and student identities Responsiveness vs. labelling vs.

‘personalisation’ Diversity strategies which accommodate

student transformations

Student narratives

Students site themselves as learners in a personal and social context

Prior learning, families, partners and friends all impact on their learning

‘How I came to university’ is a heavily contextualised story

Power of narratives vs. personal freedom and those who choose to avoid this model

Diversity & relationship to the subject

Student interviewees had had very different ‘journeys’ to university

Staff are aware of very different issues in personal resources for engagement with the subject (time – personal organisation, jobs, commuting, attitude & preparation)

Students felt that progressing through their course was changing them profoundly

Questions?