Emotional work: students realising, negotiating and overcoming barriers

Abstract

Purpose

The purpose of the research is to explore Foundation degree students’ experience of an innovative curriculum, designed to enable pathway choices and widen access to Honour's degree programmes in a wide range of health professions and Social Work.

Design/methodology/approach

A longitudinal, cohort design followed three years’ of entrants through their degree and in some cases beyond. Semi‐structured, in‐depth interviews were carried out by a dedicated researcher at approximately yearly intervals.

Findings

Social networks and friendship groups emerged as pivotal to participants’ well‐being and persistence. Institutional barriers included communication problems and a lack of information about timetables and other practical issues. Over time participants came to assert their needs and confront problems, individually and collectively, describing a more questioning and assertive approach to their study and work lives.

Research limitations/implications

The experiences over time of students who leave university are needed to explore the role of social group membership and the effect of practical problems. A limitation of the study is that their views are not captured.

Practical implications

The importance of naturally‐occurring social groups in creating persistence at university has implications for curriculum design and resources (time/space) to support this activity.

Social implications

Widening access to HE brings with it new responsibilities to support students over time as transitions occur through programmes of study and during vacation periods.

Originality/value

Flexible approaches to education are generally seen to benefit mature students but can be stressful and require good and timely information.

Citation

Wintrup, J., James, E., Humphris, D. and Bryson, C. (2012), "Emotional work: students realising, negotiating and overcoming barriers", Journal of Applied Research in Higher Education, Vol. 4 No. 2, pp. 170-185. https://doi.org/10.1108/17581181211273156