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dc.contributor.authorDavies, Elizabeth Anne-
dc.description.abstractThe focus of this research is the re-conceptualisation of learning in higher education. By theorising the university as a group of interconnected discourses I have been able to develop an understanding of student learning identity which goes beyond the formal academic settings of the university and which explores the influence of both the social and academic spheres of the university in terms of student transition and engagement in learning. Data were gathered in three phases: through in-depth interviews with sixty nine students entering their first year at three British universities, the collection of three day diaries from forty four of these students and follow up interviews with thirty students from the original sample. By negotiating positions on continua of continuity and discontinuity of experience with interlocutors in identified discourse settings, students were found to experience learning as an integral and transformative aspect of their identities.en_GB
dc.publisherUniversity of Stirlingen_GB
dc.subject.lcshPostsecondary educationen_GB
dc.subject.lcshIdentity (Psychology)en_GB
dc.subject.lcshEducational sociologyen_GB
dc.titleLearning Identity: The Transition to Tertiary Education for School and College Leaversen_GB
dc.typeThesis or Dissertationen_GB
dc.type.qualificationnameDoctor of Philosophyen_GB
Appears in Collections:Faculty of Social Sciences eTheses

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