Personal extenuating circumstances processes in higher education: are they helping or hindering?
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| Title: | Personal extenuating circumstances processes in higher education: are they helping or hindering? |
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| Authors: | St Clair-Thompson, Helen (AUTHOR) |
| Source: | Studies in Higher Education. Dec2025, Vol. 50 Issue 12, p2825-2837. 13p. |
| Subjects: | Extenuating circumstances, Higher education, Educational support, Employees' workload, Thematic analysis, Academic accommodations, Policy analysis |
| Geographic Terms: | United Kingdom |
| Abstract: | Previous research has examined the types of circumstances that lead students to request assessment adjustments such as extensions and has acknowledged that the number of requests for adjustments has increased and reached epidemic proportions. The nature of requests for adjustments may also be changing due to current trends in higher education. The aim of the current study was therefore to explore staff views of and experiences with personal extenuating circumstances processes in a university in the UK. The participants were 41 members of staff who were familiar with personal extenuating circumstances processes. Participants completed an online survey comprised of open-ended questions, and responses were analysed using thematic analysis. The results showed that participants recognised the necessity of having processes to allow adjustments based on personal extenuating circumstances. However, participants raised concerns about misuse of the system, the changing nature of reasons for adjustment requests, and whether processes are preparing students for life after university. They also noted the workload placed on staff by the growing use of personal extenuating circumstances processes. The findings are discussed in terms of the changing landscape of higher education, and implications for higher education institutions. It is recommended that institutions review their policies and processes surrounding adjustment requests, the messaging about what constitutes personal extenuating circumstances, and ensure that support is provided for staff who administer these processes. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Previous research has examined the types of circumstances that lead students to request assessment adjustments such as extensions and has acknowledged that the number of requests for adjustments has increased and reached epidemic proportions. The nature of requests for adjustments may also be changing due to current trends in higher education. The aim of the current study was therefore to explore staff views of and experiences with personal extenuating circumstances processes in a university in the UK. The participants were 41 members of staff who were familiar with personal extenuating circumstances processes. Participants completed an online survey comprised of open-ended questions, and responses were analysed using thematic analysis. The results showed that participants recognised the necessity of having processes to allow adjustments based on personal extenuating circumstances. However, participants raised concerns about misuse of the system, the changing nature of reasons for adjustment requests, and whether processes are preparing students for life after university. They also noted the workload placed on staff by the growing use of personal extenuating circumstances processes. The findings are discussed in terms of the changing landscape of higher education, and implications for higher education institutions. It is recommended that institutions review their policies and processes surrounding adjustment requests, the messaging about what constitutes personal extenuating circumstances, and ensure that support is provided for staff who administer these processes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2024.2434871 |
