This research is directed towards the conference aim of investigating transitions where participation in higher education has been widened. Recent empirical work has established that both traditional- and non-traditional entrants to full-time higher education may make trade offs between academic study and demands or interests in other parts of their lives. This is particularly so over the course of the first year of study and in making the transition to the second year. The intention is to build on these findings and explore a dynamic theory of how students reduce academic load while pursuing academic success and maintaining involvements in other activities
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