Universities in Transition

Universities in transition cover

Foregrounding Social Contexts of Knowledge in the First Year Experience

edited by Heather Brook, Deane Fergie, Michael Maeorg and Dee Michell

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FREE | 2014 | Ebook (PDF) |Ìý978-1-922064-83-7Ìý| 258 pp

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  • Chapter details

    Introduction
    Heather Brook, Deane Fergie, Michael Maeorg and Dee Michell
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    1. Navigating student transition in higher education: induction, development, becoming
    Trevor Gale and Stephen Parker
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    2. University transitions in practice: research-learning, fields and their communities of practice
    Deane Fergie
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    3. Classism on campus? Exploring and extending understandings of social class in the contemporary higher education debate
    Angelique Bletsas and Dee Michell
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    4. Reframing ‘the problem’: students from low socio-economic status backgrounds transitioning to university
    Marcia Devlin and Jade McKay
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    5. Changing social relations in higher education: the first-year international student and the ‘Chinese learner’ in Australia
    Xianlin Song
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    6. Relating experiences: Regional and Remote students in their first year at university
    Michael Maeorg
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    7. The ³ÉÈË´óƬ Student Learning Hub: a case study of education co-creation
    Pascale Quester, Kendra Backstrom and Slavka Kovacevic
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    8. Thinking critically about critical thinking in the First-Year Experience
    Chris Beasley and Benito Cao
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    9. Knowing students
    Heather Brook and Dee Michell
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Universities are social universes in their own right. For some time now the terms ‘transition to university’ and ‘first-year experience’ have been at the centre of discussion and discourse at, and about, Australian universities. For those university administrators, researchers and teachers involved, this focus has been framed by a number of interlinked factors ranging from social justice concerns to the hard economic realities confronting the contemporary corporatising university. In the midst of changing global economic conditions affecting the international student market, as well as shifting domestic politics surrounding university funding, the equation of dollars with student numbers has remained a constant, and has kept universities’ attention on the current ‘three Rs’ of higher education — recruitment, retention, reward — and, in particular, on the critical phase of students’ entry into the tertiary institution environment.

At the heart of this book are people enrolling at university for the first time and entering into the broad variety of social relations and contexts entailed in their ‘coming to know’ at, of and through university. The contributors to this book seek to reconceptualise the ‘first-year experience’ in terms of multiple and dynamic processes of dialogue and exchange amongst all participants. They interrogate taken-for-granted understandings of what ‘the university’ is, and they consider what universities might yet become.