Multiple roles – multiple selves: exploring students’ experiences of a shared learning space

Mark Price

University of BrightonSchool of Education

Research with final year foundation degree students

Impact of their work role on their engagement and experience of the course;

Experience of being both a worker and student and of managing different identities;

Understanding of the concept of ‘professional’ and the extent to which they see themselves has having a professional identity;

Impact that doing the foundation degree has had on their work role;

Resolution of tensions in managing competing demands

Students

Predominantly women Predominantly 30-40s Many would not have expected

otherwise to engage in higher education

Often engaged in work of lower perceived status to other, established professions

Courses

Part-time Strong element of reflective practice Usually carry external, professional

body endorsement Part of wider workforce reform agenda Some ‘work release’ by employers Often involves ‘out of hours’ study at

university

Findings

Students were exceptionally positive about their experience of studying and many wanted to go on.

Students value the “HE” nature of the award, talk in terms of pragmatic reasons and development of ‘criticality’

Students prioritise “skills/expertise/level of education/qualification” and “approach to work” as indicators of ‘professionalism’.

Findings

Tension between “learner” and “worker” identities.

Support of ‘family’ very important but this study can cause problems at home.

Students particularly valued the relationship with other students

Findings

Participation in the FdA has an impact on student’s work role.

Many complained of not having access to learning opportunities at work.

Support by employers is limited. Students see the university as playing

key role in managing tension between work and learning.

Questions?

Professionality – professionalisation or de-professionalisation?

Who should bear the cost of work-force development?

What should the relationship be between the university and employers in managing work-based learning?

How should the university best support students in managing tensions inherent in a shared psychological learning space?