Lyn Tett

TL;DR: The authors argue that feelings of loss and dislocation are inherent to the students' experiences of entering university, and that "coming to know" a new community of practice is an emotional process that can incorporate feelings of alienation and exclusion, as well as of excitement and exhilaration.

TL;DR: In this paper, a contextualised model of internal and external factors affecting student learning is presented, which suggests that a two-way process of change and development is required if non-traditional entrants are to enjoy a successful experience of higher education.

TL;DR: In this paper, the authors report on a study into collaborative partnerships between community educators and the variety of partners with whom they work, and conclude that despite a policy imperative promoting partnership working, collaboration is only one of many solutions to the problem of delivering effective services and argues that there are a number of circumstances when it is best avoided.

TL;DR: This paper examined the gendered experiences of a small group of working-class participants in higher education through an analysis of interview data of students' recollected and current experiences around four themes: their school experiences; their later learning experiences, their views about higher education; and their attitudes to being working class.

TL;DR: In this paper, the authors explored the interconnections between literacies learning, self-confidence, identity as a learner and social capital, and found that the increased social activity and networking reported on by learners had been developed through being at the centre of a range of new networks in relation to their tutors, other staff and colleagues.