Life Is Not Always Linear: Expanding the Notion of Transitions in Higher Education to Challenge Structural, Static and Linear Processes Facing Indigenous and Older Adult Students

Autor/in	Amundsen, Diana
Titel	Life Is Not Always Linear: Expanding the Notion of Transitions in Higher Education to Challenge Structural, Static and Linear Processes Facing Indigenous and Older Adult Students
Quelle	In: Studies in Higher Education, 47 (2022) 8, S.1681-1693 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amundsen, Diana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1948526
Schlagwörter	Higher Education; Doctoral Students; Research Projects; Student Experience; Theory Practice Relationship; Age Differences; Aging (Individuals); Developmental Tasks; Educational Philosophy; Student Development; Change; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Forschungsvorhaben; Studienerfahrung; Theorie-Praxis-Beziehung; Age; Difference; Age difference; Altersunterschied; Aging; Altern; Entwicklungsaufgabe; Bildungsphilosophie; Erziehungsphilosophie; Wandel; Ausland; Neuseeland
Abstract	This article draws on the concept of structural lag to expand the notion of transitions in higher education contexts beyond linear and age-differentiated. Research reported here responds to scholars who are taking theories of transition into conceptually new landscapes. Using a rhizomic data analysis of a doctoral research project, the idea of assemblage is reconsidered as dis-assemblage for its value in conceptualizing transition. This article demonstrates benefits for theorizing transitions as non-linear, ongoing, dynamic, fluid, and continuous to better understand the reciprocal interplay among contextual influences on students' lived experiences. A proposition is given for higher educators to transform outdated structural lag-based practices and consider benefits of expanding theory and practice of transition towards transition as being-becoming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01