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Table 8: Details of overarching list of capabilities with definitions
Table 9: Details of the overarching list of conversion factors with definitions
Each of the capabilities, capitals and conversion factors emerged inductively from the data and so initially had no bearing on existing lists or literature in the field. However, this initial pass over the data was then mapped against existing capabilities lists including those related to the higher education (HE) field such as Walker’s (2006) Ideal-Theoretical list of HE capabilitiesand Wilson-Strydom’s (2015) list relating to transition to HE. In addition, Nussbaum’s list of ten central human capabilities was also referred to in this process (2006).
By mapping this capabilities list against other existing lists, the intent is to consider any possible gaps or oversights in the analysis. Such mapping required a continual movement between the actual data (how students themselves articulate their persistence), the literature (how research and policy reflects upon persistence) and existing lists (how other theorists have translated the Capabilities approach within and beyond the HE sector). This mapping process further ensured Robeyns’ stage of ‘explicit formulation’ (2003) in the creation of this list and also, sought to develop a solid methodological justification.
Table 10: Mapping the final list against existing capability lists and relevant literature
Follow this link for a PDF version of: Elements of the framework