graduates in gaining the employment opportunities that they seek.
6.5 Concluding remarks
This study aimed to enhance understanding of our Business degree students as a first step in being able to build on their experiences to encourage
success. The study has reaffirmed for me that the Business degree does contribute to widening participation through its open entry criteria, the provision of a pre-degree Foundation programme, and through the environment it provides once the students are at University. It has also heightened my awareness of the importance of acknowledging students as individuals even though the large numbers in the Business degree make that a challenge. As a practitioner in higher education, undertaking this study has already influenced my practice in small ways, one example being a greater appreciation of the challenges students have faced getting to and while at university, such that I view failed papers as less calamitous, and students struggling with academic progress with more understanding for the need for each of their individual situations to be considered rather than applying hard and fast rules. I was humbled and impressed by the students who participated in this study, both with their openness and their perseverance, and it has been a valuable learning experience for me as an educational practitioner.
In the course of completing this study I have developed skills as a narrative researcher, which will be useful for further research in the area of student success into some of the areas I have identified. I was drawn early on in my doctoral journey to narrative research by Bloomer and Hodkinson’s (2000a) article about learning careers which focused on only one student – Amanda Ball. The article resonated with me because the authors were able to
articulate the development of their theory by drawing on the rich data of only one person. I have also been able to collect rich data in this study, which could similarly be used to articulate arguments in focused areas such as the role of information in decision making, the impact of trajectory interruptions
and habitus tug, and the role of social support in education in the New Zealand context.
This study has also given me the opportunity to begin my journey with the work of Bourdieu, and apply it in the New Zealand higher education context. The concept of learning careers has been useful as a framework for analysis of the development of an educated habitus, and could be employed in further studies into student success.
As someone who has been involved in the Business degree for many years and who had an appreciation at one level of the types of backgrounds and experiences of our students, I found the students’ stories to be illuminating, both in terms of their diverse experiences and in the perseverance and
resilience they showed in getting to and staying at University. One of the most positive aspects about the research for me was the reaction of the students who almost universally told me at the end of the interview how much they had enjoyed it and how it helped them make sense of things. This was affirming because it meant it was a constructive, meaningful and beneficial experience for both me as the researcher and for the students, and hopefully their
participation in my study has been a positive contribution to their learning careers.
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