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    Framing the benefits of higher education participation from the perspective of non-completers

    78211.pdf (393.6Kb)
    Access Status
    Open access
    Authors
    Cunninghame, Ian
    Pitman, Tim
    Date
    2019
    Type
    Journal Article
    
    Metadata
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    Citation
    Cunninghame, I. and Pitman, T. 2019. Framing the benefits of higher education participation from the perspective of non-completers. Higher Education Research and Development. 39 (5): pp. 926-939.
    Source Title
    Higher Education Research and Development
    DOI
    10.1080/07294360.2019.1705255
    ISSN
    0729-4360
    Faculty
    Faculty of Humanities
    School
    Humanities Research and Graduate Studies
    URI
    http://hdl.handle.net/20.500.11937/78069
    Collection
    • Curtin Research Publications
    Abstract

    Ensuring that students of all backgrounds are smoothly transitioned through the stages of access, participation and completion in higher education has been the focus of much public policy and research in recent decades. Subsequently, public policy discourse treats those who do not complete their higher education degrees as unsuccessful, despite a lack of research considering the beneficial outcomes of non-completing students. Evidence of beneficial outcomes of higher education participation without completion has potential to challenge the deficit-centric discourse of completion dependent on a binary view of success and failure. This article details a critical discourse analysis of responses to a 2017 survey of university non-completers asked ‘were there any benefits from the time you spent doing an [sic] incomplete degree?’. This study finds that non-completers experience a wide range of benefits from incomplete studies despite the dominant discourse discounting their experiences as unsuccessful. Additionally, this study presents a critique of framing surveys of non-completing students within the normative bounds of success as completion in higher education, and instead calls for a more nuanced construction of success in higher education.

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