> Elizabeth, you ask:
>
> Why can't financial pressures and the pressures of work be
> mitigating circumstances? If they prevent the student from
> performing as well as they might have done without such pressure,
> then they are mitigating circumstances. Students who have to work
> may experience sudden/unforeseen pressures which can affect
> their performance. If other pressures can constitute mitigating
> circumstances, why not financial?
>
>
This is a very good question, and the answer has to do with an
individual's right to choose. I'm not saying that financial pressures
do not affect performance. Of course they do (for me and you as well as
students, perhaps). But I am arguing that a student who chooses to work
to earn rather than study - to the extent that they cannot fulfil their
academic obligations (potential is something slightly different) - has
broken the contractual agreement with the institution.
A student who is under financial pressure has a choice - a very hard
one, but a choice nevertheless. He or she can choose to either try and
relieve the pressure by seeking employment, thereby putting academic
potential (even survival) in jeopardy, or s/he can experience the kind
of severe debt which is now common rather than exceptional in the hope
of fulfilling their potential (and, possibly related, maximising
earnings at a later stage). Choice - nasty, but real.
Compare this with students with other typical extenuating circumstances:
sudden illness, bereavement, eviction from tenancy at short notice etc,
all of which have a distinct lack of choice in common.
The onus which Bryan Thomas' original message sought to give was on the
student to make such adult choices described above and -critically- for
us to put in place systems which facilitate that choice and support it
once made. Bryan was not advocating a position where we deal reactively
with student financial difficulties, but one in which we are proactive.
We adjust our teaching patterns, we establish Employment Services, we
give clear and fair guidance on what we think is possible and what we
think is not. At the same time, we look at the way in which
accomodation offices are run, access funds are administered, etc etc, to
make the support better and better.
But we do not allow a student to come to an exam board and say 'sorry, I
got the balance wrong, I should have done more work, but......'. On
what basis could one take such errors of judgment into account? Any
student who fails could claim this (arguably, failure proves their
case), and most of them will have empty bank accounts ready at the
meeting....
I hope you see my point, even if you can't agree with it. Proactive in
a changing environment shall be my thought for the day.
Best wishes.
Iestyn
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> ---------------------------------------
> Iestyn G Henson
> Administrative Assistant
> University of Wales Swansea
> Singleton Park Tel: 01792 295875
> SWANSEA Fax: 01792 295157
> SA2 8PP Email:
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