Openness in higher education : the panacea to endemic challenges with student access and success among previously excluded populations

Abstract

Background: Openness in education has multiple interpretations and remains an elusive concept. This lack of agreement over the conceptualisation and practical application of openness represents a serious problem for both educators and learners alike. Guided by this impetus, the current study examined the multi-dimensionality of openness within the context of comprehensive institutional interventions to support university students from marginalised groups. Methodology: A sequential exploratory mixed method design was employed to investigate the research questions. Data collection was conducted over three empirical phases, namely, a situational analysis, followed by qualitative, and quantitative phases. Phase one commenced with an overview of discoveries from the situational analysis, phase two involved a qualitative enquiry and centred on staff individual interviews (N=19), and focus group interviews (N=4), with students from identified regional centres. The last of the phases, Phase Three, was based on quantitative self-complete questionnaires by staff and students. It included the application of statistical data, a self complete questionare to reflect numerical comparisons in order to draw correlational inferences. Findings: The emergent discoveries from all the phases highlighted topical issues relating to teacher and learner openness. Several contributory factors such as the workload of lecturers, emerged as a theme impacting learning and success outcomes. Additionally, collected data identified factors that contributed to student support as inadequate institutional resource allocation models, inadequacy in technology provision, and an ineffective regional model. Implications for practice The findings of this study revealed a generalised lack of conceptual orientation and limited application of open education principles. A varied approach to openness across different functional areas within the university was observed. The development of the student multi-context access and success corrective factors framework identified a need for collaborative approaches in student support. Conclusion: The junction of academic and student support is critical in driving student success outcomes.