Graduates' Orientations to Higher Education and Their Retrospective Experiences of Teaching and Learning

Autor/inn/en	Spronken-Smith, Rachel; Buissink-Smith, Nell; Bond, Carol; Grigg, Gabrielle
Titel	Graduates' Orientations to Higher Education and Their Retrospective Experiences of Teaching and Learning
Quelle	In: Teaching & Learning Inquiry, 3 (2015) 2, S.55-70 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Student Attitudes; Educational Attitudes; Higher Education; Student Experience; Transformative Learning; Humanities; Sciences; Interviews; College Graduates; Case Studies; Preferences; Skill Development; Career Education; Role of Education; Critical Thinking; Cultural Awareness; Teacher Student Relationship; Inquiry; Individual Development; Foreign Countries; Data Analysis; Qualitative Research; New Zealand + Suchen Sie Ihr Suchwort? Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienerfahrung; Pädagogische Transformation; Geisteswissenschaften; Humanwissenschaften; Science; Wissenschaft; Interviewing; Interviewtechnik; Hochschulabsolvent; Hochschulabsolventin; Case study; Fallstudie; Case Study; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitslehre; Bildungsauftrag; Kritisches Denken; Cultural identity; Kulturelle Identität; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Entwicklung; Ausland; Auswertung; Qualitative Forschung; Neuseeland
Abstract	In this article, we sought a relation between orientation to higher education and curricular experiences, and elucidated the nature of transformative curricular experiences. Twenty-four graduates from humanities and science degrees in the year 2000 were interviewed approximately five years later to obtain their retrospective views on the purpose of higher education, as well as their undergraduate experiences of teaching and learning. Drawing on phenomenographic principles, four orientations to higher education were generated. Four participant cases are analyzed, representing each orientation to higher education. In the "gaining a qualification" orientation, graduates valued being told what to learn, as well as learning practical skills. For the "preparation for a job" orientation, graduates wanted lecturers who were good at conveying information, but they also valued project work, having some autonomy over learning and practical applications. In the "developing skills and learning how to think" orientation, graduates valued being challenged and learning in groups, but also wanted to learn professional skills. In the "growing as an individual" orientation, graduates valued being challenged, gaining different perspectives, developing critical thinking, learning about theory, interacting with lecturers, research, and study for its own sake. Some curricular experiences transformed thinking about the purpose of higher education, including learning through discussion in small groups, authentic learning tasks including inquiry-based assignments, exercises in developing critical thinking, opportunities to interact with teachers, opportunities to develop practical skills, experiencing different cultures and personal growth through lifestyle and social experiences. Our research has implications for advising students, as well as for teachers aiming to encourage a deep approach to learning. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01