Motives, Commitment and Student Identity in Higher Education -- Experiences of Non-Traditional Students in Sweden

Autor/inn/en	Thunborg, Camilla; Bron, Agnieszka; Edström, Eva
Titel	Motives, Commitment and Student Identity in Higher Education -- Experiences of Non-Traditional Students in Sweden
Quelle	In: Studies in the Education of Adults, 45 (2013) 2, S.177-193 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Foreign Countries; Nontraditional Students; Student Experience; Student Motivation; Self Concept; Interviews; Role of Education; Dropouts; Academic Persistence; Higher Education; College Students; Sweden + Suchen Sie Ihr Suchwort? Ausland; Studienerfahrung; Schulische Motivation; Selbstkonzept; Interviewing; Interviewtechnik; Bildungsauftrag; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schweden
Abstract	Changes in higher education (HE) in Sweden, from elite to mass education, with an increased number of students and institutions, has raised questions about the role of HE in society. Relating to conflicts between discourses of employability, democracy, traditional academic norms and experiences of non-traditional students, the aim of this article is to explore and discuss non-traditional students' motives for studying as part of the process of the formation of student identities. In this article motives and commitment to HE are two aspects of student identity apparent in student narratives. The material is based on 48 biographical interviews with non-traditional students at three HE institutions. The result shows different motives for entering, dropping out and continuing to study. From these motives, we have identified eight student identity types that are analysed in relation to commitment to HE, and to being a "continuer" versus a "drop out": the altruistic student, the ambivalent student, the car-park student, the life-long learner, the at-risk-of-failing student, the instrumental student, the one-track student and the self-realiser. These identity types are further discussed in relation to conflicting discourses of HE in society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10