Why Should European Higher Education Care about the Retention of Non-Traditional Students?

Autor/inn/en	Holmegaard, Henriette Tolstrup; Madsen, Lene Møller; Ulriksen, Lars
Titel	Why Should European Higher Education Care about the Retention of Non-Traditional Students?
Quelle	In: European Educational Research Journal, 16 (2017) 1, S.3-11 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
Schlagwörter	Nontraditional Students; Higher Education; Stereotypes; Equal Education; Access to Education; Foreign Countries; Dropouts; At Risk Students; Student Diversity + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Klischee; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	Equal access to higher education has for long been a political ambition, however, despite the expansion of the number of students now entering higher education it has not yet been achieved. The present special issue offers insights into the encounter between students from non-traditional backgrounds and higher education. Five individual studies from four countries offer a unique contribution to understand non-traditional students' risk of dropping out of higher education as more than a question of academic preparation and hence individual deficits. Together the five papers display a variety of analyses of a key issue for the European Higher Education Area: attracting and retaining a wider group of students. The results show how non-traditional students across countries are made up of a complex mosaic of voices. Hence, the special issue makes a call to move away from the stereotypical images of non-traditional students, and to continue analysing the variety, the complexity and diversity of non-traditional students and their encounter with higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01