Some dimensions of difference and similarity in the Rurality and Higher Education Project

Introduction - differences and similarities

One of many possible ways to consider the issues of rurality and higher education is to identify and work with major dimensions of difference and similarity. This will encourage an even-handed approach, reducing the danger of inadvertent presumptions of either deficit or advantage.

A few examples are suggested here. There may well be many more such dimensions. A necessary aim of the study may be identify which of these and other dimensions of difference and similarity are significant, for understanding and for action.

This approach to analysing difference and similarity is intended to offer scaffolding for developing emergent models, and a tool for collecting and analysing data. It is intended to complement other approaches being taken by the project.

Some possible dimensions of difference and similarity

• Above all, rural / urban.

And then:

• Student expectations
• Student needs
• Student experiences
• Experiences of transition
• Family, community and sponsor expectations and needs
• University expectations
• University provision

Each of these dimensions may be used to seek to compare students from rural and urban backgrounds.  Beyond that, as suggested later in this post, they may also form the basis for inter-dimension comparisons.

Context

What are the main relevant elements of the contexts from which students come? These may include:

• Life settings, including geographical, economic and social
• Life practices
• World views and systems of thought and belief
• Pedagogies and pedagogic practices – in rural and and urban schools
• Expectations of other people – family, sponsors, community etc.

Student and family, sponsor, community etc. expectations and needs

• Expectations of school education held by students in rural and and non-rural settings.
• Expectations of higher education held by students in rural and and non-rural settings.

• Needs for school education of students in rural and and non-rural settings.

• Needs for higher education of students in rural and and non-rural settings.

• Family, sponsor, community etc. expectations and needs in rural and urban settings for school education
• Family, sponsor, community etc. expectations and needs in rural and urban settings for higher education

Student experiences

• The experiences of rural and urban students in school education.
• The experiences of rural and urban students in higher education.

Transitions

• Differences and similarities between the experience of transition of students variously from rural and urban schools and settings into higher education. 

Institutional expectations

• University expectations of the capabilities and needs of incoming students from rural and urban settings.

Inter-factor comparisons

It can also be useful to look at relations between dimensions. For example:

Student expectations / needs and experiences

We may also compare expectations / needs with experience:

• Differences and similarities between the expectations / needs, and then the experiences of school education, found by students from rural and and non-rural settings.
• Differences and similarities between the expectations / needs, and then the experiences of higher education, found by students from rural and and non-rural settings.

Provision and need

Finally for now, and moving from expectation to provision, we might look for:

• Differences and similarities between university provision for incoming students, from both rural and and non-rural settings, and, again, what these students actually expect and need from higher education.

Conclusion

A framework is sketched for identifying and working with dimensions of difference and similarity relating to students from rural and urban backgrounds. As with any framework, its utility will emerge through use.

Feedback and suggestions for improvement are very welcome.

David Baume PhD SFSEDA SFHEA

19 February 2017