By David Scott, Gwyneth Hughes, Carol Evans, Penny Jane Burke, Catherine Walter, David Watson (auth.)
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Extra info for Learning Transitions in Higher Education
Sample text
So, some of those taking part-time courses may be able to devote much of their time to study depending on work and other arrangements which may fluctuate over time. Secondly, there are other unifying discourses for part-time students. Noble (1989) in a study of Canadian students suggests that what officially recorded part-time students have in common is maturity and motivation to study and such assumptions have become widely established with particular resonances for postgraduates. However, in a learning career a disposition or motivation to learn is a complex construct and needs further unpacking.
This is not to ignore the importance of understanding the formation of identity and subjectivity at the level of the individual, but to develop this understanding in relation to wider structures, discourses and cultures which constrain and make possible different identity dis/positions. Identity formation is thus central to our concerns in this book, and particularly so in relation to research and policy-making which has focused on widening participation in higher education. Inevitably then, we are concerned to understand how these identity transformations are gendered, classed and racialised, and how they contribute to the processes of becoming a student in higher education.
The extent to which an institution should be involved in managing transitions and learning careers is debatable because self-direction is paramount for part-time learners and especially for postgraduates who seek to become autonomous learners. On the one hand, students may need help with autonomous learning: a study by Li et al. (2000) showed that while such learners expect to be autonomous, they are not always efficient and successful at self-management, although this ability appears to develop over time.