Supporting Students in Higher Education: A Case for Adaptive Practice

The assumption that students arrive at university fully 'study ready' is a persistent misconception in higher education. Entry qualifications often provide evidence of successfully navigating an assessment system to a recognised standard, but they do not guarantee preparedness for the academic challenges of higher education.

Acknowledging this reality requires understanding that students are not a homogenous group. Each brings unique strengths, experiences, and challenges shaped by their personal circumstances and prior educational journeys.

Adaptive Practice

Supporting students effectively requires acknowledging the variety of ways in which readiness manifests. Three critical areas of focus include:

• Structured Support Some students need clear frameworks to bridge the gap between their previous experiences and the demands of higher education. This aligns with Vygotsky’s (1978; 2012) concept of the zone of proximal development, where students require guidance to progress from what they can do independently to what they can achieve with support.
• Positive Reinforcement For others, self-doubt and imposter syndrome can be significant barriers. Positive reinforcement helps these students build confidence and develop a sense of belonging. Nicol (2020) emphasises that feedback should empower students by highlighting their progress and potential.
• Meaningful Feedback Many students benefit from feedback that explains why their work is strong. Providing specific, constructive comments helps them understand their achievements and identify areas for improvement. Nicol and Macfarlane-Dick (2006) advocate for feedback as a tool for fostering self-regulated learning.

Avoiding Oversimplification

The diversity of students in higher education means we must avoid oversimplifying readiness. For instance, students from underrepresented groups often face unique challenges. Bourdieu (2018) highlights the role of cultural capital in shaping educational opportunities, noting that students with less exposure to academic norms may struggle to navigate higher education. Similarly, Thomas (2020) identifies the importance of institutional habitus in fostering a sense of belonging for non-traditional students.

Implications for Practice

Higher education institutions should adopt approaches that are adaptable, inclusive, and evidence-informed. Strategies include:

• Designing induction programmes that address academic, social, and emotional transitions
• Ensuring that induction becomes a year-long mindset rather than a week-long initiative
• Embedding opportunities for personalised feedback within the curriculum
• Building systems to recognise and support individual student needs

Conclusion

Success in higher education requires recognising and addressing the diverse starting points of students. Rather than assuming uniform readiness, institutions must engage with the complexity of their student body. In doing so, we not only improve academic outcomes but also foster a culture of inclusion and equity.

References

Bourdieu, P. (2018). The forms of capital. In M. Grenfell (Ed.), Pierre Bourdieu: Key Concepts (2nd ed., pp. 81–93). Routledge.

Nicol, D. (2020). The power of internal feedback: Exploiting natural comparison processes. Routledge.

Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.

Thomas, L. (2020). Excellent outcomes in widening participation: What works?. Higher Education Policy Institute.

Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.

Vygotsky, L. S. (2012). Thought and language (Revised and expanded edition). MIT Press.