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The Dynamics of Student Success in Higher Education First Year and Beyond

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The Dynamics of Student Success in Higher Education First Year and Beyond The Dynamics of Student Success in Higher Education First Year and Beyond Fiona Whelan-Ryan University of Limerick A Thesis Submitted for the Degree of Doctor of Philosophy Supervisors: Professor Sarah Moore & Professor Patricia Mannix McNamara Submitted to the University of Limerick 2019 Abstract The Dynamics of Student Success in Higher Education First Year and Beyond Student success is a contested concept; difficult to define and important to explore. This thesis draws from literature which shows that student success is defined from a variety of perspectives, and that definitions are often related to the priorities of specific stakeholders. In any case, there is very little research that focuses on students’ own definitions of what success in higher education (HE) means to them. Consequently, the aim of this study is to elucidate the dynamics of student success in higher education (HE) from the perspectives of students. The underlying research objectives explore the students’ perceptions of the dynamics of success in HE and examines how transitional experiences and pragmatics of time impact on their experience. Longitudinal in nature, this interpretive study comprises specific data collection phases over the participants’ first four HE semesters in order to explore early student experiences and perceptions of their progress through the HE experience with a central focus on the concept of success. More specifically this study evaluates personal experiences and the inter-relationships between identity, structure and agency and their individual and collective influences on students. Key themes that emerged from the study include dynamics of success, transitional and personal experiences in HE. Importantly, this study demonstrates the role of well-being in underpinning the success of the individual and the value of time in the holistic development of students. The study challenges HEIs and policy-makers to consider a number of important issues: the part that students themselves play in fostering their own success; the rich and complex ways in which students define success and the similarities and differences between official, strategic definitions of success and those articulated by students themselves. i Declaration I hereby declare that the work contained within this thesis is my own work, and was completed without collaboration or assistance from others, apart from the counsel received from my supervisors Professor Sarah Moore and Professor Patricia Mannix McNamara from the University of Limerick. This work has also not been submitted to any other university or higher educational institution, or for any other academic award within the university. Fiona Whelan-Ryan __________________ May 2019 ii Dedication I dedicate this thesis to the memory of both of my parents. With love and gratitude to Maura and Brendan Whelan. iii Acknowledgements I would like to thank the following people for their input, support and understanding: My supervisors, Professor Sarah Moore and Professor Patricia Mannix McNamara; The participants of this study for their time and authentic insights; My colleagues at WIT, School of Business, Department of Management & Organisation, particularly Dr. Thomas O’Toole, Ms. Joan McDonald and Dr. Felicity Kelliher; My colleagues at NRCI, especially Professor John Nolan; Ben Meehan, QDA Training and Support; Most especially to: Paul and my children Ronan and Cillian. iv Table of Contents ABSTRACT ......................................................................................................................I DECLARATION ............................................................................................................ II DEDICATION .............................................................................................................. III ACKNOWLEDGEMENTS .......................................................................................... IV TABLE OF CONTENTS ............................................................................................... V LIST OF APPENDICES .............................................................................................. XI LIST OF TABLES ...................................................................................................... XII LIST OF FIGURES ...................................................................................................XIII INDEX OF ABBREVIATIONS ................................................................................ XIV GLOSSARY OF TERMS ........................................................................................ XVII CHAPTER 1 INTRODUCTION................................................................................. 1 1.1 Research Overview............................................................................................... 1 1.2 Background and Rationale .................................................................................. 1 1.3 Aim of this Study and Research Objectives ....................................................... 2 1.4 Research Context ................................................................................................. 3 1.5 Researcher Positioning ........................................................................................ 4 1.6 Overview of Thesis Chapters .............................................................................. 7 1.7 Contributions and Relevance ............................................................................ 10 CHAPTER 2 THE HIGHER EDUCATION SECTOR IN IRELAND ................. 13 2.1 Introduction ........................................................................................................ 13 v 2.2 The Higher Education Sector in Ireland.......................................................... 13 2.3 The Institute of Technology Sector................................................................... 15 2.4 Neoliberalism and Higher Education ............................................................... 16 2.5 Contemporary Higher Educational Policies .................................................... 19 2.6 Transition to Higher Education ........................................................................ 21 2.7 Engaging Students in the HE Experience ........................................................ 25 2.8 The Concept of Success in Higher Education .................................................. 32 2.9 Conclusion........................................................................................................... 34 CHAPTER 3 PERCEPTIONS OF SUCCESS & PERSONAL EXPERIENCES IN HIGHER EDUCATION ......................................................................................... 37 3.1 Introduction ........................................................................................................ 37 3.2 Perceptions of Success ....................................................................................... 39 3.3 Personal Factors which Influence Success in Higher Education ................... 41 3.3.1 Demographic and Socio-economic Factors .................................................. 42 3.3.2 Institutional Influences ................................................................................ 43 3.3.3 Non-Institutional Influences ......................................................................... 43 3.4 Pragmatics of Time in Higher Education ........................................................ 44 3.4.1 Student Time ................................................................................................. 44 3.4.2 Temporal Emotion ........................................................................................ 45 3.4.2.1The Self in Time ............................................................................................ 47 3.5 Personal Experiences in HE .............................................................................. 48 3.5.1 Personal and Social Identity ......................................................................... 49 3.5.2 Emerging and Evolving Identity ................................................................... 49 3.5.2.1 Emerging and Evolving Identity in HE ................................................. 50 3.5.3 Structure and Agency ................................................................................... 54 3.5.3.1 Student Agency in HE ............................................................................ 57 3.6 Well-being and Resilience and its Impact on Student Success ...................... 58 3.6.1 Student Well-being in Higher Education ...................................................... 59 3.6.2 Higher Educational Institutions’ Commitment to Well-being ...................... 60 3.7 Progressivism and Flourishing in Higher Education ..................................... 60 3.8 Conclusion........................................................................................................... 62 CHAPTER 4 EARLY TRANSITIONAL EXPERIENCES IN HIGHER EDUCATION .............................................................................................................. 65 vi 4.1 Introduction ........................................................................................................ 65 4.2 Early Transitions to Higher Education ............................................................ 65 4.2.1 Transition to Higher Education of First Generation Students ...................... 68 4.2.2 Transition to Higher Education of Second
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