A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education
Research output: Contribution to journal › Journal article › Research › peer-review
Documents
- CSSE -publiceret
Final published version, 375 KB, PDF document
The paper presents results from a longitudinal study of students’ decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students’ transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students’ choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students’ negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences.
Original language | English |
---|---|
Journal | C S S E |
Volume | 9 |
Pages (from-to) | 755-786 |
Number of pages | 32 |
ISSN | 1871-1502 |
DOIs | |
Publication status | Published - Aug 2014 |
Bibliographical note
Published online October 2013
Number of downloads are based on statistics from Google Scholar and www.ku.dk
No data available
ID: 65617962