LSES students and the theory of trusting networks: a whole of institution approach for Student Services

White, Christie J. (2016) LSES students and the theory of trusting networks: a whole of institution approach for Student Services. In: Students Transitions Achievement Retention & Success (STARS) Conference 2016, 29 June - 2 July 2016, Perth, Australia.

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Abstract

What are the driving forces that influence students from low socioeconomic backgrounds (LSES students) to access support in higher education? Using a constructivist approach to grounded theory methodology, 20 interviews were conducted with LSES students and staff members at an Australian university. The aim was to develop a theory for Student Services departments to inform planning
and service delivery for supporting LSES students. Based on coding of transcribed interviews and a thematic analysis of those codes, the theory of trusting networks was constructed. The LSES students interviewed were more
likely to seek out support from individuals in their networks that had characteristics associated with being trustworthy. This theory provides insights for service delivery for Student Services departments reinforcing a whole of institution approach to supporting LSES students. This paper builds on an earlier paper that detailed selected findings from the research (White, 2014).


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright retained by authors.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - No Department
Date Deposited: 11 Oct 2016 23:41
Last Modified: 17 Oct 2017 03:15
Uncontrolled Keywords: trust; students; low socioeconomic status; university; higher education; widening participation; whole-of-institution; student engagement; grounded theory method; student services; student support; relationships; networks
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
URI: http://eprints.usq.edu.au/id/eprint/29476

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