Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education A Discussion

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David Gijbels
Rachelle Esterhazy


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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How to Cite
Gijbels, D., & Esterhazy, R. (2021). Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: A Discussion. Frontline Learning Research, 9(2), 179 - 185. https://doi.org/10.14786/flr.v9i2.899


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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