Forming identitites in higher education
2010 (English)In: , 2010Conference paper (Refereed)
This paper is based on results from a European research project with the aim to identifying the factors promoting or constraining the access, retention and non-completion of non-traditional students in Higher Education (HE). We focus on the struggles that actors experience forming a learning identity while being in HE that is further specified in the following questions:
- What struggles do adult learners experience in their forming of a learning identity in HE?
- How are these struggles related to issues of ethnicity, age, class and gender on the one hand, and their participation in HE on the other?
3. How are students learning identities related to different academic cultures’ expectations and contexts?
As a result we found three identity types formed by students in HE; a multiple integrated, an adopted and a floating identity. Generally the lecturers in HE are research oriented while students are oriented towards their future profession which creates struggles in what to become and what to be as a student.
In this paper three institutions Stockholm University (SU), Karolinska Institutet (KI) and the Royal institute of Technology (KTH) are studied from a student and staff perspective. All three institutions (KI, KTH and SU) we have chosen are located in Stockholm, capital city, and are regarded as old universities.
Place, publisher, year, edition, pages
learning, identitites, biographical research, higher education
Research subject Education
IdentifiersURN: urn:nbn:se:su:diva-70185OAI: oai:DiVA.org:su-70185DiVA: diva2:479860
The ESREA-triennal conference, Linköping: 24th - 26th of September, 2010.
ProjectsAccess and Retention: Experiences of non-traditional learners in HE
Ingår i ett forskningsprojekt finansierat av EU's Lifelong learning program2012-04-162012-01-182012-04-16Bibliographically approved