'It'll Look Good on Your Personal Statement': Self-Marketing amongst University Applicants in the United Kingdom

Autor/in	Shuker, Lucie
Titel	'It'll Look Good on Your Personal Statement': Self-Marketing amongst University Applicants in the United Kingdom
Quelle	In: British Journal of Sociology of Education, 35 (2014) 2, S.224-243 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2012.740804
Schlagwörter	Foreign Countries; Higher Education; Colleges; Marketing; College Admission; College Applicants; Commercialization; Competition; Interviews; Student Attitudes; Extracurricular Activities; College Bound Students; Writing Skills; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Hochschulzugang; Hochschulzulassung; Zulassung; College applications; Studienbewerber; Wettkampf; Interviewing; Interviewtechnik; Schülerverhalten; Außerunterrichtliche Aktivität; Writing skill; Schreibfertigkeit; Großbritannien
Abstract	"Selling yourself" through personal statements and interviews is now a standard practice for university applicants. This article draws on a multi-case-study research project to report on the self-marketing orientations of students within three 16-19 institutions in England. These orientations (active/passive; internal/external; retrospective/prospective; and integrated/segregated) were embedded within and shaped by each site's strategic response to the conditions of the local education market-place. It is argued that the patterns of these orientations across different institutions is related to the resources and support available to students, the educational trajectories that were considered appropriate for them, and the pedagogic identities fostered by the institution as a whole. Where these differentially prepare students to access universities and courses, schools and colleges may be contributing to, rather than challenging, the socially stratifying work of the education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10