No Longer out of Reach: Blended Competency-Based College Models for Accelerating Higher Education for Refugee Students

Authors

  • Meagan Hoff Texas State University
  • Khaleel Shreet Southern New Hampshire University

DOI:

https://doi.org/10.32674/jcihe.v12iWinter.1380

Keywords:

refugees, higher education, competency-based education, academic support

Abstract

Higher education offers a pathway to gain or recuperate professional credentials, particularly after experiencing forced displacement. Yet only 1% of refugees pursue postsecondary studies due, in part, to numerous obstacles on that path to college. The purpose of this study was to understand how a competency-based college program facilitates access to college for students from refugee backgrounds. This paper details the findings from a qualitative case study with refugee-background students enrolled in a college program that combines a competency-based model with in-person support. Using the ecological model of college readiness, we found that refugee students benefited from a combination of the project-based program format coupled with in-person support.

Author Biographies

  • Meagan Hoff, Texas State University

    Meagan A. Hoff, Texas State University

    Doctoral Student in Development Education

    mhoff@txstate.edu

  • Khaleel Shreet, Southern New Hampshire University

    Khaleel Shreet, Southern New Hampshire University

    Doctoral Student in Educational Leadership; Senior Coach and Director of NH Program at Duet

    khaleel.shreet@duet.org

References

Arnold, Karen D., Elissa C. Lu, and Kelli J. Armstrong. 2012. “The Case for a Comprehensive Model of College Readiness.” ASHE Higher Education Report: The Ecology of College Readiness 38 (5): 1–10. https://doi.org/10.1002/aehe.20005.
Bajwa, Jaswant Kaur, Sidonia Couto, Sean Kidd, Roula Markoulakis, Mulugeta Abai, and Kwame McKenzie. 2017. “Refugees, Higher Education, and Informational Barriers.” Refuge 33 (2): 56–65.
Bandura Albert. (1997). Self-efficacy: The Exercise of Control. New York, NY: Freeman.
Batalova, Jeanne, Michael Fix, and Peter A. Creticos. 2008. Uneven Progress: The Employment Pathways of Skilled Immigrants in the United States. Washington, DC: National Center on Immigrant Integration Policy, Migration Policy Institute. 
Cañado, María Luisa Pérez. 2013. “Introduction and Overview.” In Competency-Based Language Teaching in Higher Education, edited by María Luisa Pérez Cañado, 1–18. Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-007-5386-0_1.
Castano Munoz, Jonatan, Elizabeth Colucci, and Hanne Smidt. 2018. “Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes.” The International Review of Research in Open and Distributed Learning 19 (2): 1–22. https://doi.org/10.19173/irrodl.v19i2.3382.
Conley, David T. (2005). College Knowledge: What it Really Takes for Students to Succeed and What We Can Do to Get Them Ready. San Francisco, CA: Jossey-Bass.
Conley, David T. (2010). College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco, CA: Jossey-Bass.
Crea, Thomas M. 2016. “Refugee Higher Education: Contextual Challenges and Implications for Program Design, Delivery, and Accompaniment.” International Journal of Educational Development 46: 12–22. https://doi.org/10.1016/j.ijedudev.2015.11.005.
Elam, Stanley. 1971. Performance-Based Teacher Education. What is the State of the Art? Washington DC: American Association of Colleges for Teacher Education.
Gervais, Jennifer. 2016. “The Operational Definition of Competency-Based Education Many Academic Institutions and Accreditation Agencies Because it Links Theory to.” Competency-Based Education 1: 98–106. https://doi.org/10.1002/cbe2.1011.
Hernen, Toni Ann. 2016. “Re-Inventing Remedial Reading in the 21st Century: A Review of the Benefits and Challenges of a Hybrid Remedial Reading Course.” HETS Online Journal 6: 114–37.
Kanno, Yasuko, and Manka M. Varghese. 2010. “Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education: From Language Policy to Educational Policy.” Journal of Language, Identity, and Education 9: 310–28. https://doi.org/10.1080/15348458.2010.517693.
Kerwin, Donald M. 2011. “The Faltering US Refugee Protection System: Legal and Policy Responses to Refugees, Asylum Seekers, and Others in Need of Protection.” Washington, DC: Migration Policy. https://www.migrationpolicy.org/research/faltering-us-refugee-protection-system
Krauss, Stephanie Malia. 2017. “How Competency-Based Education May Help Reduce our Nation’s Toughest Inequities.” Lumina Issue Papers. Lumina Foundation. http://hdl.handle.net/10919/83258
Laitinen, Amy. 2012. Cracking the Credit Hour. New America Foundation and Education Sector. https://files.eric.ed.gov/fulltext/ED540304.pdf
Lincoln, Yvonna S., and Egon G. Guba. 1985. Naturalistic Inquiry. Thousand Oaks: Sage Publications.
McBrien, Jody L. 2005. "Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature." Review of Educational Research 75 (3): 329–364. doi:10.3102/00346543075003329
Merriam, Sharan B. 1998. Qualitative Research and Case Study Applications in Education. 2nd ed. San Francisco, CA: Jossey-Bass Publishers.
Russell, Christina and Nina Weaver. 2019. “Reaching Refugees: Southern New Hampshire University’s Project-Based Degree Model for Refugee Higher Education.” In Language, Teaching and Pedagogy for Refugee Education, edited by Enakshi Sengupta and Patrick Blessinger, 157-180. Vol. 15 of Innovations in Higher Education Teaching and Learning. Bingley, UK: Emerald Publishing.
Saldaña, Johnny. 2016. The Coding Manual for Qualitative Researchers. 3rd ed. Thousand Oaks: Sage Publications.  
Seidman, Irving. 2013. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 4th ed. New York, NY: Teachers College Press.
United Nations High Commissioner for Refugees (UNHCR). (2016). Missing out: Refugee Education in Crisis. United Nations High Commissioner for Refugees http://www.unhcr.org/57d9d01d0
Uptin, Jonnell, Jan Wright, and Valerie Harwood. 2016. “Finding Education: Stories of How Young Former Refugees Constituted Strategic Identities in Order to Access School.” Race Ethnicity and Education, 19 (3): 598–617. https://doi.org/10.1080/13613324.2014.885428
US Department of Education. 2013. Applying for Title IV Eligibility for Direct Assessment (Competency-Based) Programs. Dear Colleague Letter, GEN-13-10. https://ifap.ed.gov/dpcletters/GEN1310.html
US Department of State. n.d. "The reception and placement program." Accessed January 28, 2019. https://www.state.gov/j/prm/ra/receptionplacement/index.htm
Yang, Yu-fen. 2012. “Blended Learning for College Students with English Reading Difficulties.” Computer Assisted Language Learning 25 (5): 393–410. https://doi.org/10.1080/09588221.2011.597767.

Downloads

Published

2020-12-08

Issue

Section

Winter 2020 Special Edition: Thriving in the Face of Adversity (Refugees)

How to Cite

No Longer out of Reach: Blended Competency-Based College Models for Accelerating Higher Education for Refugee Students. (2020). Journal of Comparative & International Higher Education, 12(Winter), 61-80. https://doi.org/10.32674/jcihe.v12iWinter.1380