Ann Luzeckyj

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Now showing 1 - 11 of 11
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    Widening participation: does cultural capital really make a difference for first year students?
    (HERDSA, 2011-07) King, Sharron; Luzeckyj, Ann; Scutter, Sheila; Brinkworth, Russell
    Government policy to widen participation at university is aimed at producing significant changes in the student demographic. This will likely increase the number of students from non-traditional backgrounds such as those with low socio-economic status and those from rural or isolated areas. Many of these commencing students will also be the first member of their immediate family to attend university. By drawing on Bourdieu’s (1991) notion of cultural capital the convenors will lead a discussion of how prior knowledge and experience of tertiary education can impact upon student’s understandings and expectations of university study. In particular, the discussion will examine the debate in the literature as to whether first in family students are significantly disadvantaged and compare these outcomes with findings from a large multi institutional ALTC project examining the expectations and experiences of over 3000 first year students.
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    Beyond the economics, benefit and cost of higher education: First in family student perspectives
    (Queensland University of Technology, 2015) Graham, C; King, Sharron; Luzeckyj, Ann; McCann, B
    Internationally, higher education is considered key to individual and societal economic success. Using a narrative inquiry approach, this paper broadens our understanding of the benefit and cost of participating in higher education (HE) beyond employment opportunities and tuition fees. The qualitative study on which this paper is based explores the lived experience of eighteen First in Family (FiF) students to create a collection of narrative accounts. On the basis of this evidence, we argue that the benefit of HE extends to encompass the strengthening of FiF students’ sense of competencies and confidence, contributes towards broadening of social experiences, and transforms perspectives. Furthermore, associated non-monetary costs of HE includes the requirement to balance competing life demands and the adoption of poor health behaviours. The study highlights the importance of both monetary and non-monetary factors when assessing overall return on investment of HE.
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    First in family students – what they say about being at university
    (Queensland University of Technology, 2015) Luzeckyj, Ann; Graham, C; King, Sharron; McCann, B
    Exploring what students say in semi-structured, open-ended interviews provides a rich and personal understanding of their encounters with the university. The opportunity to discuss the experiences of First in Family (FiF) students as they progress through their degree or reach its end allows us to gain insight into their reasons for attending university, their determination to stay and what they believe helped them succeed. This paper discusses the three main themes related to the FiF student experience we uncovered as a result of a detailed literature review and through our interviews. These themes are, their ‘journey’ into and through higher education; their position as ‘student’ which includes the demographic aspects as well as their own concepts of themselves as students; and, the ‘networks’ they have used and developed to succeed at university. The students’ insights may be used to encourage and help future FiF students to complete their studies.
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    Final Report: Preparing Academics to Teach in Higher Education
    (2010) Hicks, M; Smigiel, Heather Mary; Wilson, G; Luzeckyj, Ann
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    Are the changing discourses of lifelong learning and student-centred learning relevant to considerations of the first year experience as foundation?
    (International Journal of the First Year in Higher Education, 2009) Luzeckyj, Ann
    Utilising tools mainly provided by Foucault this paper explores how “lifelong learning” and “student-centred learning” have developed in neo-liberal times. An exploration of these discourses has particular relevance to the first year experience because their changing emphasis provides insight into how university qualifications are seen as a gateway to improved job prospects rather than valued as an opportunity to develop better educated citizens. I suggest these issues are imperative when considering the first year at university as a foundation year.
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    Formally calling the CoPs for staff working with first year students
    (International Journal of the First Year in Higher Education, 2010) Luzeckyj, Ann; Agutter, Karen Maree; Sliuzas, Regina Aldona; Schmidt, Lisa; Reynolds, Louise Colleen
    Drawing on both Community of Practice (CoP) and First Year in Higher Education (FYHE) literature this nuts and bolts session will explore whether the FYHE community may be identified as a CoP. This discussion will be used as a springboard to a presentation on the development of CoPs that support the FYHE teaching community in other Australian universities and the establishment of the CoP for staff who work with first year students at Flinders University. The presentation will outline why a CoP was established to support first year teaching and how the initiative is progressing. Participants will be provided with time to either consider the CoPs at their own institutions or to consider whether investing in one is an appropriate strategy to support staff who work with first year students.
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    "Don't ask me what I think of you I might not give the answer that you want me to": An exploration of 1st year university students' expectations and experiences from the students' and the teachers' perspectives.
    (International Journal of the First Year in Higher Education, 2010) Luzeckyj, Ann; Burke Da Silva, Karen Loreen; Scutter, Sheila; Palmer, Edward; Brinkworth, Russell
    Students are likely to approach their first days at University with a mixture of excitement and trepidation. They may be enthusiastic about their independence and learning new skills and knowledge, but may also be nervous about the many unknowns facing them. These feelings and expectations may have greater ramifications than immediate student happiness and comfort and may impact on student retention and motivation. It is therefore important that potential sources of dissatisfaction are known so where possible they can be addressed, resulting in better matches between experience and expectations and improved outcomes for all. This session will introduce a research project that explores the mismatch between experience and expectations of commencing students across the three universities in South Australia. It will provide an opportunity for participants to learn about the research, discuss its potential value and consider any possible risks associated with research which compares expectations with experience.
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    What do commencing undergraduate students expect from first year university?
    (International Journal of the First Year in Higher Education, 2011) Scutter, Sheila; Palmer, Edward; Luzeckyj, Ann; Burke Da Silva, Karen Loreen; Brinkworth, Russell
    The expectations of students entering their first year of undergraduate study in South Australia were investigated. Responses from 3,091 students allowed a comprehensive understanding of students’ expectations. Most respondents (70%) were entering university directly from secondary school and most (78%) were studying in their program of first choice. The major factor in program choice was interest in the topic, followed by career prospects. The need to understand the expectations of students commencing university is becoming even more important with many universities aiming to increase participation from previously under-represented groups. Only 30% of students had realistic expectations about the amount of study required to succeed at university. Most students felt that feedback on submitted work, and on drafts of work, would be important for their learning. Having easy and convenient access to teaching staff outside of face-to-face teaching was seen as an important factor in success. Ninety-one percent of students felt that having friends studying at the same university would provide support, but 25% did not know anyone studying at the same university.
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    The significance of being first: A consideration of cultural capital in relation to “first in family” student’s choices of university and program. A Practice Report
    (International Journal of the First Year in Higher Education, 2011-07) Luzeckyj, Ann; Scutter, Sheila; King, Sharron; Brinkworth, Russell
    This presentation explored the differences between expectations of first in family students and students who have immediate family members (parents, care givers, or siblings) who have attended university before them. The authors draw on Bourdieu’s notion of cultural capital to examine how being first in family influences student expectations. Data from a large survey of over 3,000 first year students conducted in 2010 across the three South Australian universities is used to explore the demographic make-up of first in family students, and the choices they make as to what type of university and program they enroll in. Based on qualitative and quantitative data, the authors compare choices of first in family students with those made by non-first in family students. Determining these differences provides opportunities for staff at universities to consider how they may better support students who have the ability, drive and determination to succeed at university but lack the cultural capital and may therefore be thwarted by unforeseen hurdles.
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    Games played on Australian university alliance websites as they collaborate and compete
    (Australian Association for Research in Education, 2010) Luzeckyj, Ann
    As competition for funding, staff and students increases and the game becomes more complex, universities across the sector are required to identify new and more elaborate ways of competing. The development of university ranking systems has encouraged this competitive game. The relevance of university rankings is discussed. The paper concludes with a reflection on why, despite their apparent importance as capital these international and national rankings are predominantly absent from the alliances’ websites. These explorations provide an insight into the complex games universities play in order to collaborate and to compete for government, private and research funding and for staff and students.
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    What is at the centre of the discourse about student-centred learning?
    (Central Queensland University Press, 2006) Luzeckyj, Ann