The Transition of Adult Students to Higher Education: Legitimate Peripheral Participation in a Community of Practice?

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Graduating as a ‘native speaker’: international students and English language proficiency in higher education (2010, background): “Conceptualizing learning as participation has been understood as one way to improve student experiences of transition to higher education (Lea, 2005 ; O’Donnell & Tobbell, 2007 ) and so offers new meaning to the experience of entering a new cultural context when studying as an international studen”
Transitions and turning points: exploring how first-in-family female students story their transition to university and student identity formation (2014, unknown): “Women, particularly those who have been absent from education for some time, may regard themselves as ‘imposters’ (O’Donnell & Tobbell, 2007, p. 313) within the university community.”
Teaching nontraditional adult students: adult learning theories in practice (2014, background): “Consequently, their identities may often be shaped by institutional shortcomings related to adult learning needs (Kasworm 2010; O’Donnell and Tobbell 2007), reinforcing the feeling of academic alienation and social isolation from higher education.”