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Gibson, Poppy
(2024).
URL: https://journals.gre.ac.uk/index.php/compass/index
Abstract
Introduction
Supporting adults on their learning journey through Further Education (FE) and Higher Education (HE) involves understanding that each learner may come with complex needs and external factors that may hinder their educational success; however, sometimes the barriers may come from within the learners themselves.
Literature review
Imposter Syndrome, especially for students who are first generation into university for example, or are ‘non-traditional’ students returning to education after a career break or raising a family, can be one such barrier to education.
Method
This research study interviewed eleven students who are either ‘first-generation’ or ‘non-traditional’ students (or both_, on an undergraduate Primary Education Studies degree at a university in London, England, to better understand their perceived barriers. Individual interviews were conducted face to face on campus.
Analysis and results
This study used Interpretative Phenomenological Analysis (IPA) to offer insight into the lived experiences of these eleven undergraduate students.
Discussion and conclusion
This case study considers strategies and interventions that can be employed in both FE and HE settings to help increase student engagement, retention and success, whilst nurturing student wellbeing. The author suggests that although data was gathered from HE students, that the findings and interventions are also applicable and transferable to FE students.
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