Sep 2026· Journal of Learning Development in Higher Education· 0 citations· 47 references
Abstract
This study explores how students from widening access backgrounds make sense of their success in higher education. Semi-structured interview data was collected from eight mature undergraduate students at a widening access university in England. Thematic analysis identified three interconnected layers that shape success: personal inner drivers, social co-production, and institutional structures. Students described how small moments of reassurance, self-belief, and determination helped them stay motivated, while the support of family, peers and approachable staff gave them strength and confidence to continue. Institutional factors, including inclusive teaching, consistent communication, and support mechanisms, either empowered or hindered their progress at times. Together, these findings show that success is not an individual act of resilience, but a shared achievement built through personal growth, supportive relationships, and responsive institutional environments. The study offers practical insights for universities seeking to design policies and practices to support widening access students to belong, progress, and succeed.
Perceptions about academic majors begin forming long before university entry and continue to
evolve throughout the higher education experience. This article analyses how university students
build and refine views about the majors they choose. It shows that early influences stem from family
expectations, school counsell...
This case study presents a pilot study on exploring student engagement and belonging across three first-year cohorts at a Scottish university: traditional business undergraduates, foundation year students and data science graduate apprentices. Engagement is understood through affective, cognitive and behavioural dimens...
Judith Gorham, Gule Saman, Nicholas Telford· Compass: Journal of Learning...· 0 citations
This phenomenological study aimed to explore and understand the lived experiences of school heads in promoting supportive school environments, including the coping strategies for the challenges encountered and insights that they can draw from their experiences. Ten school heads from one of the districts of Pantukan, Di...
Kimberly Liaging, Socorro L. Neri· International journal of hum...· 0 citations
Using a modified participatory Delphi technique, researchers sought to build consensus on the high school supports and experiences that college students with intellectual and developmental disability (IDD) perceive as contributing to their current sense of belonging in postsecondary education. This Facilitating Inclusi...
Rebecca B. Smith Hill, Anthony J. Plotner, Erica Milliron et al.· The Exceptional Child· 0 citations
This study investigates external factors that influence the academic success of students with disabilities (SWDs) at University A in the Eastern Cape, South Africa. Using a qualitative phenomenological case study design, semi-structured interviews were conducted with 15 SWDs across multiple campuses. Findings show that...
Nobuhle Mpambani, Samson Matope, A. Masha· Journal of Education and Lea...· 0 citations
This study explored elementary and secondary school teachers’ experiences of student life guidance as represented in Korean qualitative studies published during the policy transition around 2023. Nine studies published in KCI-indexed journals between 2023 and 2025 were analyzed through constant comparison, reciprocal t...
Won Hyun Jung, You-kyung Han· Korea University Institute o...· 0 citations
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