Biographical Interviewing: The Case of Non-Traditional Students in Higher
            Education

Bron, Agnieszka; Thunborg, Camilla

doi:10.4135/978144627305014549309

Cited by 36 publications

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“…The theory of biographical work thus helps us to understand identity formation and transformation processes in general, but also periods of transition as a part of biographical learning (Alheit and Dausien, 2000;Bron and Thunborg 2017). From the theory of biographical work (Bron and Thunborg 2017) we draw the conclusion that identity struggles are crucial for understanding both what it is like to be in transition and how periods of transition occur.…”

Section: Discussionmentioning

confidence: 96%

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Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden

Thunborg

Bron

2018

Studies in the Education of Adults

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The aim of this article is to examine non-traditional graduates' life transitions before, during, and after higher education (HE) in Sweden. The article builds on a theory called biographical work, which is used for understanding non-traditional graduates' identity formation and transformation. The article is based on the narratives of two non-traditional graduates who were selected from biographical interviews with nine non-traditional graduates, 2-5 years after graduation from HE. By exploring significant events, learning paths and the formation and transformation of identities in the two graduates' lives, we identified two expressions of their ongoing life transitions: being in recurrent formation and being in constant transition. Being in recurrent formation means returning to well-known paths in life and learning reactively by reflecting on experiences, whereas being in constant transition means a constant focus on what is next in life and a constant commuting between reactive and proactive learning, i.e. by both reflecting on experiences and preparing oneself for the next move. In the article, we discuss what it means to be in transition as a non-traditional graduate. We conclude that the theory of biographical work helps to understand identity formation and transformation processes in periods of transition, and also how periods of transition occur as parts of biographical learning.

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Section: Discussionmentioning

confidence: 96%

“…To understand non-traditional graduates' life transitions, we draw on a theory called biographical work. The theory of biographical work is built on different theories and previous research on identity formation and transformation from a biographical learning perspective (Bron and Thunborg, 2017).…”

Section: The Theory Of Biographical Workmentioning

confidence: 99%

Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden

Thunborg

Bron

2018

Studies in the Education of Adults

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“…Podpisana umowa z badanym pozwala naukowcom korzystać z materiałów, a badanemu decydować, czy pozostać anonimowym i uzyskać kopię transkrypcji, czy też nie (zob. Bron, Thunborg 2015).…”

Section: Aspekty Etyczneunclassified

“…Badania te posłużą za przykład krytycznego podejścia do metody biograficznej (Bron 2009;Bron, Thunborg 2015, 2016Thunborg, Bron, Edström 2011Bron, Edström, Thunborg 2010.…”

Section: Przykład Z Własnych Badańunclassified

O badaniach biograficznych krytycznie

Bron¹

2017

Nowis

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W naukach społecznych i humanistycznych widzimy różnorodność podejść do badań biograficznych. Powstaje więc pytanie, które z tych podejść są właściwe, a które nie? Które warto stosować i dlaczego? Artykuł ten podejmuje zagadnienie badań biograficznych z punktu widzenia krytycznego, szczególnie w czasie, kiedy różnorodność podejść, koncepcji i perspektyw może sprawiać trudności nowicjuszom w stosowaniu tej metody. Wieloletnie posługiwanie się metodą biograficzną pozwala mi spojrzeć na własną działalność badawczą krytycznie i zastanawiać się, jak stosowanie metody abdukcyjnej do generowania teorii dotyczącej konstruowania i rekonstruowania tożsamości nietradycyjnych studentów w szkolnictwie wyższym w Szwecji jest możliwe i jakie są tego konsekwencje. Artykuł ten stara się pokazać początki metody biograficznej, usytuować ją w kontekście nauk społecznych, zastanowić się nad różnymi podejściami, pułapkami oraz zaletami i wadami tej metody. Równocześnie przedstawia problemy w stosowaniu metody wywiadu biograficznego, doboru próby, zagadnień etycznych oraz analizy danych, jak i konceptualizacji danych oraz tworzenia typologii na przykładzie własnych badań.

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“…Across Europe, recent decades have witnessed a considerable expansion of in higher and adult education (EU, 2011). Non-traditional students' stories are seen as a relevant way to gain knowledge regarding the formation and transformation of identity in education (Bron & Thunborg, 2016). The focus on biographical and life history research is part of a more general trend across the social sciences.…”

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confidence: 99%

The Milk Lady

Mellon

2019

The Societal Unconscious

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This is an open access chapter distributed under the terms of the CC-BY-NC 4.0 License. 5. THE MILK LADY A Nurturing Identification Object This chapter presents results from the research project conducted as part of my PhD dissertation. Divided into two parts, the chapter begins with a contextualisation of the research project, which concerns students who use an alternative channel to enrol in a profession-specific education as a social pedagogue. The concept of non-traditional adult student is also defined. For readers unfamiliar with the Danish system, a brief description is provided of the profession of social pedagogue as well as the Danish practice of Validation of Prior Learning (VPL). Next, there is a short, introductory presentation of the life history research approach. The second part of the chapter involves an analysis of a student enrolled in a professional bachelor degree programme. The case focuses on a non-traditional adult student who changed careers. Her name is Hanna and she was accepted into the programme on the basis of VPL, and is studying to be a social pedagogue. The analysis examines how Hanna while contributing to and benefitting from the emphasises her relationship with her mother as important to her choice of education. The way she paints her future, the role as a professional she anticipates and her experience of the degree programme appear to expose some contradictory aspects, which call for an interpretation of her relationship with her mother, who worked as the milk lady at Hanna's school when she was growing up. The notion of the non-traditional student originates from the Anglo-Saxon term non-traditional adult student (Alheit, 2017) and is currently defined in multiple ways, though there appears to be a general European consensus on a common understanding of the term. Crosling et al.'s (2008) international study Improving international access and retention studies to identify non-traditional students: (1) low socioeconomic status, (2) disabilities, (3) first in family to participate in higher education, (4) mature age and (5) minorities and refugees, which is also a recognised non-traditional adult student, however, must be used with caution as it is imprecise and defining it with precision is not possible since various students are considered

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Biographical Interviewing: The Case of Non-Traditional Students in Higher Education

Cited by 36 publications

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Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden

Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden

O badaniach biograficznych krytycznie

The Milk Lady

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