The Spring issue of the journal is on its way to subscribers and is available online here. In this issue, we have a range of insightful articles from across the globe:
- In the first article, Sue Willis and Lucie Joschko confront the equity versus excellence issue directly. They use institutional and national statistical datasets to investigate the achievement rates of students whose final year of schooling examination results are augmented by consideration of their past and present circumstances.
- Klinger and Murray’s article is also concerned with the tension between equity and excellence, this time in terms of social capital. The authors identify one of the thorny issues related to implementing social inclusion policy objectives to have a more diverse student population access and graduate from university – that is, how to support domestic students whose ‘language does not align with the academy’s expectations’.
- The impact of social and cultural capital on students’ decisions about which university to attend, and what participation in higher education involves, is discussed in Breda McTaggart’s article ‘The impact of “hot knowledge” on student learning and retention in a dual-sector further and higher education college in Northern Ireland’.
- In their paper, ‘The impact of tuition fees on access and student migration: lessons from Canada’s Atlantic Coast’, Melanie Greene and Dale Kirby explore factors such as the level of tuition fees and their effect on students’ decision to study at Memorial University in the province of Newfoundland and Labrador.
- The Innovative Practices piece in this edition of the journal comes from Neil Raven, Katie Storry and Diana Streeton of Loughborough University in the UK. They report on lessons learned in implementing a mentoring programme that was part of a higher education/schools partnership. In an effort to raise school students’ aspirations and awareness of university as a post-school option, university student mentors and ambassadors undertook a programme of visits to local schools with low transfer rates to higher education.