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Full-Text Articles in Education
Navigating The Knowledge Sets Of Older Learners: Exploring The Concept Of Experiential Capital Amongst First-In-Family Mature Age Students, Sarah Elizabeth O'Shea
Navigating The Knowledge Sets Of Older Learners: Exploring The Concept Of Experiential Capital Amongst First-In-Family Mature Age Students, Sarah Elizabeth O'Shea
Faculty of Social Sciences - Papers (Archive)
This paper is based upon research with university students who were first in their family to come to university. The studies sought to explore how attending university impacted upon both the learners and their families, particularly the intergenerational implications of this attendance. Drawing on in-depth interviews conducted with older university students, this paper will focus on how this mature cohort articulated the ways in which they drew upon life and work experiences in their transition to university. The research indicates that these learners had access to additional capitals in the higher education environment including what has been termed as 'experiential …
Opportunity Through Online Learning: Experiences Of First-In-Family Students In Online Open-Entry Higher Education, Cathy Stone, Sarah Elizabeth O'Shea, Josephine May, Janine Delahunty, Zoe Partington
Opportunity Through Online Learning: Experiences Of First-In-Family Students In Online Open-Entry Higher Education, Cathy Stone, Sarah Elizabeth O'Shea, Josephine May, Janine Delahunty, Zoe Partington
Faculty of Social Sciences - Papers (Archive)
Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were …
Recovery From Borderline Personality Disorder: A Systematic Review Of The Perspectives Of Consumers, Clinicians, Family And Carers, Fiona Y. Ng, Marianne E. Bourke, Brin F. S Grenyer
Recovery From Borderline Personality Disorder: A Systematic Review Of The Perspectives Of Consumers, Clinicians, Family And Carers, Fiona Y. Ng, Marianne E. Bourke, Brin F. S Grenyer
Faculty of Social Sciences - Papers (Archive)
Purpose Longitudinal studies support that symptomatic remission from Borderline Personality Disorder (BPD) is common, but recovery from the disorder probably involves a broader set of changes in psychosocial function over and above symptom relief. A systematic review of literature on both symptomatic and personal recovery from BPD was conducted including the views of consumers, clinicians, family and carers. Materials and Methods A PRISMA guided systematic search identified research examining the process of recovery from BPD. Longitudinal studies with a follow-up period of five or more years were included to avoid treatment effects. Results There were 19 studies, representing 11 unique …
Work-To-Family Profiles, Family Structure And Burnout In Mothers, Laura Robinson, Christopher A. Magee, Peter Caputi
Work-To-Family Profiles, Family Structure And Burnout In Mothers, Laura Robinson, Christopher A. Magee, Peter Caputi
Faculty of Social Sciences - Papers (Archive)
Purpose The purpose of this paper is to identify work-to-family profiles in working mothers, test whether profiles differ between sole and partnered mothers, and examine whether the work-to-family profiles are associated with burnout. Design/methodology/approach Data on work-to-family conflict (WFC), work-to-family enrichment (WFE), burnout, and relevant socio-demographic covariates were collected via a self-report online survey. Latent profile analysis on WFC and WFE items was used to identify profiles in 179-sole and 857-partnered mothers in paid employment. Regression analyses were performed to examine whether profiles were associated with burnout. Findings Five distinct work-to-family profiles were identified: Harmful, Negative Active, Active, Beneficial, and …
Burnout And The Work-Family Interface: A Two-Wave Study Of Sole And Partnered Working Mothers, Laura D. Robinson, Christopher Magee, Peter Caputi
Burnout And The Work-Family Interface: A Two-Wave Study Of Sole And Partnered Working Mothers, Laura D. Robinson, Christopher Magee, Peter Caputi
Faculty of Social Sciences - Papers (Archive)
Purpose - The purpose of this paper is to examine whether work-to-family conflict (WFC) and work-to-family enrichment (WFE) predicted burnout in working mothers using conservation of resources theory. The authors also examined whether these relationships varied between sole and partnered working mothers. Design/methodology/approach - In total, 516 partnered and 107 sole mothers in paid employment completed an online survey twice, six months apart. Findings - WFC was significantly positively related to burnout, and WFE significantly negatively related to burnout. Marital status moderated the inverse relationship between WFE and personal burnout, and this relationship was significant for partnered mothers only. Research …
Avoiding The Manufacture Of 'Sameness': First-In-Family Students, Cultural Capital And The Higher Education Environment, Sarah Elizabeth O'Shea
Avoiding The Manufacture Of 'Sameness': First-In-Family Students, Cultural Capital And The Higher Education Environment, Sarah Elizabeth O'Shea
Faculty of Social Sciences - Papers (Archive)
Drawing upon Bourdieu's theories of social and cultural capital, a number of studies of the higher education environment have indicated that students who are first-in-family to come to university may lack the necessary capitals to enact success. To address this issue, university transition strategies often have the primary objective of 'filling students up' with legitimate forms of cultural capital required by the institution. However, this article argues that such an approach is fundamentally flawed, as students can be either framed as deficit or replete in capitals depending on how their particular background and capabilities are perceived. Drawing on interviews conducted …