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Student Progression – A Multifaceted Phenomenon

Breakwell, Richard (2016) Student Progression – A Multifaceted Phenomenon. In: Papers from the Education Doctoral Research Conference 2015. University of Birmingham, Birmingham, pp. 28-35. ISBN 9780704428621

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This study explored the progression of a cohort of first-year student nurses. A Model of Student Progression was designed based on a review of the student nurse attrition literature, Erikson’s and Chickering’s identity development theories and Tinto’s student integration model. The Model acted as a framework for the pragmatic, mixed- methods study’s design. Data (questionnaire, interview and exam board data) was analysed using descriptive statistics and thematic ‘interpretive description’. Findings indicated that some background and demographic factors had a significant link with end-of-year grades (ethnicity, religion, academic self-perception, and entry qualifications). Interviews highlighted themes affecting progress (student preparation for study, course expectations, support, motivation, integration and career choice). It was found that the Model provided a suitable framework for the study and that student progression is multifaceted and often belies a complex interaction of a range of influential factors.

Type of Work:Book Section
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Number of Pages:8
Department:School of Education
Date:March 2016
Subjects:L Education > LB Theory and practice of education
Related URLs:
Copyright Status:Copyright in individual papers is owned by the respective author(s) and no paper may be reproduced wholly or in part (except as otherwise permitted under the Copyright, Designs and Patents Act 1988 as subsequently revised) without the express permission in writing of the author(s). Enquiries concerning reproduction outside these terms should be sent in the first instance to the School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Copyright Holders:The author
ID Code:2132

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