The thesis drew upon the findings of a longitudinal study about post- Access to HE students’ experiences as they undertook their degrees in art and design. It used the theoretical frameworks developed by Basil Bernstein alongside Aristotle’s notion of phronesis or practical wisdom to analyse the data. Through narrative inquiry (Andrews, 2014; Butler- Kisber, 2010; Clandinin and Connelly, 2004) it has been possible to show that these students used continuous reflexivity and practical wisdom in order to meet both the demands of the degree programme and those of their families. At the same time they were pursuing the dream of becoming an artist or designer; seeing this as part of living a good life. The key research questions were firstly; did post-Access to HE students receive a democratic education as defined by Basil Bernstein (2000) when they studied in art and design higher education? Secondly, were post-Access to HE students able to draw upon their practical wisdom in order to act well for themselves and others whilst studying their degrees in art and design? And finally did receiving a democratic education also entail students as well staff being able to deliberate wisely according to their previous experiences and practical wisdom? The institutions where the students studied appeared to be mostly inflexible so that the post- Access students had to be adaptable and responsive in order to achieve excellence in their art and design work. The imagined future was an important strand of the students’ stories. In this future the aim was to be paid for creative work whist paying off the student loan. The degree was seen, in some cases, as being instrumental in gaining employment in the art and design industry and not an end in itself. Some students began making external links in their first year with a view to gaining experience for the future. Post-Access to HE students did not always enjoy their academic achievements due to worry and self-doubt coming from a perception that they were different from the other students in their cohort. It was found that some aspects of art and design pedagogy positioned mature students as ‘other’. However, on occasion all mature and younger students drew upon their past experiences and character to act well on their degrees for themselves and others; often through generous acts of friendship. This was sometimes stymied by the managerialism of the institution so students did not always maintain or develop self- confidence; feel included or participate politically in their education (important facets of Bernstein’s democratic education).

<p> This study explored the influence of student-university fit on the matching of academically diverse, under-represented minority students&rsquo; college search and choice processes. To examine the relationship between academic match and student-university fit, a qualitative research design was used. This basic interpretive qualitative design incorporated a screening form, two semi-structured interviews, and document analysis over a nine-month, time-elapsed data collection process. The interview protocols, informed by Hossler and Gallagher&rsquo;s (1987) three-stage model and Perna&rsquo;s (2006) conceptual model, were administered to eight participants involved in a nonprofit college access program. Document analysis was used to gather data from transcripts, test scores, and college profiles to determine students&rsquo; academic match with the schools on their college lists and their final college choice. Vignettes captured each participant&rsquo;s story, and the emergent themes described in detail larger ideas across participants resulting from the coding process. At their colleges of choice, five participants academically matched, two undermatched, and one overmatched. The study found that students&rsquo; college choice and academic match results from various student-university fit factors that are fluid and constantly changing. During the college process, students&rsquo; web of resources &ndash; including parents, guidance counselors, and college mentors &ndash; provides support, but many students still resort to making decisions independently when they feel overwhelmed. College counseling proves especially important for racial minorities and low-income students. In the past, college match research has focused solely on academic match, but students make their college choice based on a variety of factors, including location, major options, and cost. Together, Perna&rsquo;s and Hossler and Gallagher&rsquo;s conceptual models provided a framework for this study since using either model in isolation would result in a gap in understanding. Namely, Hossler and Gallagher&rsquo;s model does not account for the counseling students receive throughout their process, and Perna&rsquo;s model focuses on the college process as a whole but does not differentiate between the stages. College match research must focus on both academic and social fit to provide an accurate and comprehensive understanding of how students experience their college search and make their college choice.</p>

<p> Games contribute to the whole-person, academic, and career development of college-aged individuals (Alderman, 2015). However, many higher-education institutions do not sponsor gaming as a collegiate extracurricular activity, thereby possibly eliminating the opportunity of an all-inclusive environment (Alderman, 2015). To elucidate the problem, Astin and Antonio&rsquo;s (2012) I-E-O model was engaged as conceptual framework for college-aged individuals&rsquo; perception of Magic the Gathering&rsquo;s role in their whole-person, academic, and career development. The purpose of the study was to employ Magic the Gathering as the input; higher-education institutions as the environment; and whole-person, academic, and career development as the outcome. Descriptive survey data were gathered regarding college-aged individuals&rsquo; perception of Magic the Gathering&rsquo;s role in whole-person, academic, and career development. Since this study is the first of its kind, a survey was an appropriate instrument for the research (Creswell, 2013). The sample to participate in the survey were college-aged individuals from North America and Europe who played Magic the Gathering. After an in-depth analysis by means of quantitative methods, descriptive statistics were used to determine college-aged individuals perceived Magic the Gathering plays somewhat of a role in their whole-person development. Furthermore, by analyzing the descriptive statistics, it was found that college-aged individuals perceived Magic the Gathering plays somewhat of a role in their academic development. Lastly, per the descriptive analysis taken through the survey, college-aged individuals perceived Magic the Gathering played very little of a role in their career development.</p>

<p> This dissertation addresses the influence of working class culture on transition to college for first-generation, low-income students. Transition to the dominant culture of college often leaves first-generation students living in two worlds, creating cultural dissonance and leading to lower retention and persistence. Through narrative inquiry, this study explores the lived experiences of students of color, including recent immigrants, at both private and public universities during the first semester of college. Focusing specifically on how habitus and social class shape academic and social experiences for this population, this qualitative study employs virtual go-alongs or walking interviews as a methodology to supplement formal interviews. Using common geospatial technologies, virtual go-alongs are a modification of the go-along ethnographic research tool and allow for greater exploration of habitus and transition to college. This inquiry advances an understanding of the heterogeneity of this student population and provides insight into how a working class background shapes expectations, attitudes and aspirations for college, first-generation identity, and cultural transition; the imperative to interrogate further the intersectionality of race, ethnicity and social class emerged as an outcome of this study. Recommendations for practice include using the virtual go-along as a tool for advisors, faculty and other higher education professionals to advance knowledge of first-generation students from working class backgrounds. </p>

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.