Identity and Capabilities
The transition to and through higher education can be a socially disorientating process for students generally, but for those without a cultural tradition of university can be a more acute ‘out of habitus’ experience (Reay et al. 2009).
For some students starting university is an intimidating leap into the unknown (McInnis, James and McNaught, 1995), and inaccurate expectations of university can have a detrimental effect on academic performance and students’ personal and social development. This can lead to drop-out and under-achievement (Lowe and Cook, 2003).
Sustained programmes of intervention are considered to most effectively impact positively on their confidence and motivation to achieve their future goals (Doyle and Griffin, 2012).
The NERUPI Framework aims to contextualise interventions and their evaluation, in terms of the wide range of complex and intersecting social and cultural factors (McGivney, 1996; Reay et al., 2001). The Framework actively rejects the deficit model (Hayton and Bengry, 2016) where success is predicated on individual change. Rather, HEIs are expected to provide enabling experiences that foster success for all.