Ann Luzeckyj

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Now showing 1 - 6 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.