Learner identities in the context of undergraduates: a case study

Abstract

BackgroundThis paper examines the idea of learner identity of marketing undergraduates in the light of the widening participation agenda and identifies the challenges faced by those who enter HE by non-traditional routes.

Foundation University Students’ Consumer Orientation and Learner Identity Levels and Their Correlations with Academic Performance

“…There is also a positive and low correlation between academic performance (GPA) and the level of learner identity. Alkis (2015), Brewer and Burgess (2005), Bunce et al (2017) and Lawson (2014) assert that regular attendance to lectures provides higher grades. Lawson (2014) also observes that students with high learner identity regularly participate in all lectures, seminars and prese ntations.…”

“…Alkis (2015), Brewer and Burgess (2005), Bunce et al (2017) and Lawson (2014) assert that regular attendance to lectures provides higher grades. Lawson (2014) also observes that students with high learner identity regularly participate in all lectures, seminars and prese ntations. Thus, the fact that participation in lecture increases both the level of student's learner identity and academic performance might be interpreted as the reason for positive correlation between the level of learner identity and academic performance.…”

“…Students with high level of learner identity identify themselves as learners first, while those with low ones identify themselves with different roles (Lawson,2014). It means that a student with high learner identity participates in lectures regularly, reads about the field, strives for learning, defines themselves as learner, enjoys learning, and minds university process (Bunce et al, 2017;Lawson, 2014).…”

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

“…They do, however, seem to struggle in their learning and formation of a learner identityespecially when it comes to the relationship between theory and practice (cf. Lawson 2014, Pearce et al 2008, Taylor and House 2010, Merrill 2015, Field 2012, Thunborg et al 2012, 2013, Ulriksen et al 2017. Both Adam and Irma also seem to form liminal identities (Field 2012) between education and work, trying to be both good students and good employees at the same time; in Irma's case, this appears to be very exhausting, but in Adam's case, it is a way of understanding what he does not want to do.…”

“…Other articles focus on the formation of different student and learner identities formed through HE (e.g. Lawson 2014, Pearce et al 2008, Taylor and House 2010, Merrill 2015, Field 2012, Thunborg et al 2012, 2013, Ulriksen et al 2017.…”