The evolution of student identity: A case of caveat emptor

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 and has embraced adult, part-time and on line learners who also have 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 a 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 its occurrence by addressing the barriers and stimulating a positive identity for non-traditional students.

Exclusion Factors in Latin American Higher Education

“…The intrinsic dimension includes exclusion factors linked to personal characteristics such as low academic performance in secondary school education, low self-esteem or low self-control, having received deficient academic training in secondary school, having to work in precarious conditions, and not having an explicitly defined professional or academic career plan. Our results concur with Martin, Spolander, Ali, and Maas (2014), who contend that student engagement depends on "the development of a positive student identity which influences students' motivation to engage" (p. 200).…”

Students’ Emotional Engagement, Motivation and Behaviour Over the Life of an Online Course: Reflections on Two Market Research Case Studies

“…While expectation gaps may develop as a result of poor information, they may in fact reflect more fundamental discursive differences between student and non-student identities. Martin et al (2014) observe that care workers studying for an online degree did not adopt the right 'student identity' and suggest that the work environment and ' compliance' culture were inhibiting factors. For example, they noted that the students voiced significant disquiet at being expected to do a group summative assessment by peer review on the grounds that students felt it was not their job to assess each other, and did not see the point.…”

Student beliefs as barriers to articulation

“…This approach not only increases the visibility of Associate Students and allows them the opportunity to integrate with other university students on campus in libraries, the student union and through other facilities, but also helps in the formation of the university student identity and builds their social standing [19]. Attendance at university open days informs perception and allows the student to adjust their expectations for continued study at degree level.…”