Reducing inequality through institutional action: towards a process framework for student transition and support

Abstract

Purpose

Much of the existing literature note how students' academic difficulties result from their background and lack of cultural capital. This paper aims to focus on internal structural inequality where people with particular backgrounds are disadvantaged within an institution.

Design/methodology/approach

The authors use a case study approach to understand how an in-built faculty programme, Business for Success (B4S), mitigates institutional inequalities.

Findings

The study’s findings demonstrate that students need services to get accustomed to university, settle in and transition to professional work. Student services are both dependent (such as bridging courses, peer mentoring and internships) and independent (such as ongoing communication, resource loans) on the stage of their studies.

Originality/value

This paper contributes to theory and practice by developing a process framework that policymakers could use to design holistic support programmes and improve students' transition to university, learning and professional work.

Citation

Almeida, S., Ranabahu, N. and Verma, R. (2022), "Reducing inequality through institutional action: towards a process framework for student transition and support", Higher Education, Skills and Work-Based Learning, Vol. 12 No. 6, pp. 1138-1153. https://doi.org/10.1108/HESWBL-07-2021-0148