Main Article Content
This discussion addresses the methodological approaches used in the special issue on student transitions and diversity. We provide an overview of how the different papers contribute to methodological development in the field, in particular by their use of advanced multi-factor analyses and accounting for diversity in student transitions at several levels. The discussion touches upon challenges concerning (a) the distinction of analytical levels, (b) different conceptualisations and operationalisations of diversity and (c) the types of data collection methodologies. We conclude by discussing future steps to widen the methodological lens in transition research.
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Citations to this special issue
Balloo, K., & Winstone, N. E. (2021). A primer on gathering and analysing multi-level quantitative evidence for differential student outcomes in higher education. Frontline Learning Research, 9(2), 121–144. https://doi.org/10.14786/flr.v9i2.675
Bohndick C., Bosse, E., Jänsch V. K., & Barnat, M. (2021). How different diversity factors affect the perception of first-year requirements in higher education. Frontline Learning Research, 9(2), 78–95. https://doi.org/10.14786/flr.v9i2.667
De Clercq, M., Galand, B., Hospel, V., & Frenay, M. (2021). Bridging contextual and individual factors
of academic achievement: A multi-level analysis of diversity in the transition to higher education. Frontline Learning Research, 9(2), 96–120. https://doi.org/10.14786/flr.v9i2.671
De Clercq, M., Jansen, E., Brahm, T., & Bosse, E. (2021). From micro to macro: Widening the
investigation of diversity in the transition to higher education. Frontline Learning Research, 9(2), 1–8. https://doi.org/10.14786/flr.v9i2.783
Jenert, T., & Brahm, T. (2021). The interplay of personal and contextual diversity during the first year
at higher education: Combining a quantitative and a qualitative approach. Frontline Learning Research, 9(2), 50–77. https://doi.org/10.14786/flr.v9i2.669
Messina Dahlberg, G., Vigmo, S., & Surian, A. (2021). Widening participation? (Re)searching
institutional pathways in higher education for migrant students - The cases of Sweden and Italy. Frontline Learning Research, 9(2), 145–169. https://doi.org/10.14786/flr.v9i2.655
Van der Zanden, P. J. A. C., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2021). Relationships
between teacher practices in secondary education and first-year students’ adjustment and academic achievement. Frontline Learning Research, 9(2), 9–27. https://doi.org/10.14786/flr.v9i2.665
Willems, J., van Daal, T., van Petegem, P., Coertjens, L., & Donche, V. (2021). Predicting freshmen’s
academic adjustment and subsequent achievement: Differences between academic and professional higher education contexts. Frontline Learning Research, 9(2), 28–49. https://doi.org/10.14786/flr.v9i2.647