Flourishings

The concept of 'Flourishings'draws upon the need for all institutions to create environments that not only support students as they transition into HE but equally supports them as they move through their studies and also, post graduation. As practitioners, we need to consider approaches to supporting FiF learners that recognises the various stages of study and more importantly, draws on our graduating and alumni students as a resource that can assist new students. Such cross-fertilisations have benefits for all and provide the basis for immediate and more long-term 'flourishings’.

This tool kit recognises how transition can be defined as existing on a continuum with each section 'forward moving'to the next rather than as discrete or separate phases.

Considering each of these stages not as existing in isolation but as flowing from one into the other can assist in planning in an ongoing manner. This model does not assume linearity in the student life cycle as such linearity is rarely the case, particularly for students who may be older, have financial or family commitments or difficult life circumstances.

Similarly this 'feed forward'draws upon the wealth of experiences our existing students hold, recognising that such knowledges not only provide support for new students but the acknowledgement of these skills and knowledges may further enrich the 'flourishings'of these students.

Support should be cyclic and reiterative that recognises that repetition and consolidation of key information and understandings is required.

A constant 'cyclic'approach to support strategies is imperative as this recognises how students dip in and out of their studies, providing the necessary resources, as these are required throughout their educational career.

Importantly, this model recognises how the 'flourishings'of our graduating / alumni FiF students can be usefully embedded within the pre-arrival and transitioning of new FiF students. Instead of only considering our alumni as sources of possible fiscal benefits how better to embed meaningful alumni connections with existing students, particularly the first-in-family cohort (Vanderlelie, 2016).

Our alumni can both provide vital resources as students'transition from university into the world of work but more importantly, are evidence that professional and personal success for diverse cohorts is achievable (Vanderlelie, 2016: http://www.engagingalumni.com/). For more information about how to connect productively with alumni please see A/Professor Jess Vanderlelie’s OLT Fellowship work at http://www.engagingalumni.com/

You may want to understand more about the context of this tool and how it has been developed. This online tool kit has emerged from research conducted with first-in-family (FiF) learners, their family members and also, equity practitioners in the field. The tool kit is based on a student life cycle model and refers to the work of Alf Lizzio who proposed a lifecycle approach to program design (Lizzio, 2006). The concept of a student lifecycle recognises that individuals move through various stages in their university journey or as Lizzio (2006) explains individuals embrace a 'constellation of evolving identities, needs and purposes as students enter into, move through and graduate from university’.

The proposed framework also reflects how this FiF cohort is variously intersected by community, the university and also, family/significant others (O’Shea, 2016). The following diagram represents these various intersections:

Figure 1: Intersections of the First-in-Family student

This diagram foregrounds the reciprocal relationships that exist between university, family and community. This is not to suggest that this is unique to FiF learners but rather points to the particular nature of this reciprocity for certain groups. As Reay, David & Ball, (2002) point out some '… higher education applicants are located within a matrix of influences which are best represented by overlapping circles of individual, family, friends and institutions’. (para 1.6). Similarly, our previous research (O’Shea, May, Stone & Delahunty, 2015; O’Shea, 2015-2016) has indicated the key position occupied by family members in this higher education journey. Indeed these connections ebb and flow between the institution, the student as well as those surrounding the learners. Recognising these affiliations also acknowledges how FiF learners can impact upon the community and family, often acting as 'cultural change agents'across the community and familial educational landscape.