The evolution of student identity: a case of caveat emptor.

Martin, Linda; Spolander, Gary; Ali, Imran; Maas, Beulah

Abstract

Engaging students has been seen as the key to promoting their achievement in higher education institutions. However, there is an important stage prior to this: the development of a positive student identity which influences students’ motivation to engage. As the student body has evolved from full-time, on-campus students entering university straight from school to embrace adult, part-time and online learners who are also in employment, the transition to a student identity has become less transparent. To encourage part-time students undertaking an undergraduate degree in Social and Health Care Management to engage with each other, the course team piloted peer assessment within the programme for a year. This paper informs the debate by providing insight into the students’ approach to learning and attainment. It is argued that the culture of compliance and the technocratic approach to task completion increasingly required within the social care and learning sector is antithetical to deep learning. For students to make the transition they need to commit to a student identity in which participation in reflection and critical debate are valued. The challenge is for universities to enable this by addressing the barriers and stimulating a positive identity for non-traditional students.

Citation

MARTIN, L., SPOLANDER, G., ALI, I. and MAAS, B. 2014. The evolution of student identity: a case of caveat emptor. Journal of further and higher education [online], 38(2), pages 200-210. Available from: https://doi.org/10.1080/0309877X.2012.722200

• Journal Article Type: Article
• Acceptance Date: Jul 16, 2012
• Online Publication Date: Sep 20, 2012
• Publication Date: Apr 30, 2014
• Deposit Date: May 21, 2021
• Publicly Available Date: May 21, 2021
• Journal: Journal of Further and Higher Education
• Print ISSN: 0309-877X
• Electronic ISSN: 1469-9486
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 38
• Issue: 2
• Pages: 200-210
• DOI: https://doi.org/10.1080/0309877X.2012.722200
• Keywords: Student identity; Part-time learners; Online learners; Social care
• Public URL: https://rgu-repository.worktribe.com/output/1328532