Habitus or Reflexivity? The decision-making processes and experiential outcomes of higher education students at Manchester Metropolitan University.

习惯还是反身性？

• 批准号: 2284885
• 金额: --
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2284885
• 关键词: Habitus; Reflexivity; decision; making; processes; Habitus; Reflexivity; decision; making; processes

Universities around the world continue to grapple with dramatic changes in the sector over recent decades, including marketisation and significant increases in participation rates among groups that have not previously accessed higher education (HE). Student cohorts have become more diverse and, in turn, HE institutions are developing new policies and practices. Understanding why students pursue HE and the decisions they make during their study is critical for institutions committed to leading the development of the next generation of provision and for government policies.Concepts commonly used in the sociology of education, such as Bourdieu's notion of habitus (e.g. Ball et al. 2002; Reay et al. 2005), have significantly influenced the field. However, following the intensification of social change, past experiences and routine action are often insufficient in guiding our present and future choices. Society is increasingly de-routinised, choice is unavoidable, and reflexivity is indispensable as individuals evaluate their options and formulate actions. Hence, we need a framework conceptualising student reflexivity, because it enables student decision-making, and informs our understanding of how choices are made within the structural and cultural settings of contemporary university life. My project will provide this by developing new indicators of student choice that can be measured at any stage during the student journey. Universities can then improve student outcomes through practices that enable students to make more productive choices throughout their education and beyond.Drawing on the work of Margaret Archer, this project will develop an original framework for analysing student decision-making that 'maps' onto a basic theory of human reflexivity. Student decision-making is shaped by the student's biography, the structures encountered at university, and their subjectively defined primary motivations. These influences are mediated via reflexivity - the process by which individuals deliberate upon their options and "define courses of action in relation to their objective social circumstances" (Archer, 2008: 1). Archer established four distinct 'modes' of reflexivity, which can be measured via the well-established Internal Conversation Indicator (ICONI). The modes are not mutually exclusive; however, individuals tend to be 'dominant'practitioners of one particular mode. In the context of HE, I hypothesize that different 'modes' have different implications for student decision-making processes and, subsequently, for student outcomes.

近几十年来，世界各地的大学继续努力应对该行业的巨大变化，包括市场化和以前尚未获得高等教育（HE）的群体的参与率的显着提高。学生队列变得更加多样化，反过来，他的机构正在制定新的政策和实践。了解为什么学生在学习期间追求他以及他们在研究中的决定至关重要，这对于致力于领导下一代供应和政府政策发展的机构至关重要。在教育社会学社会学中常用的概念，例如布尔迪厄（Bourdieu）的习性概念（例如，Ball etal。2002; Reay etal。2005; 2005; 2005; 2005; 2005; 2005; 2005），对领域产生了重大影响。但是，随着社会变革的加剧，过去的经验和常规行动通常不足以指导我们现在和将来的选择。社会越来越被改善，选择是不可避免的，并且随着个人评估自己的选择并制定行动，反思性是必不可少的。因此，我们需要一个概念化学生反思性的框架，因为它可以实现学生的决策，并告知我们对当代大学生活的结构和文化环境中如何做出选择的理解。我的项目将通过制定新的学生选择指标来提供此功能，这些指标可以在学生之旅中的任何阶段进行衡量。然后，大学可以通过实践来改善学生的成绩，使学生能够在整个教育及其他方面做出更有生产力的选择。绘制玛格丽特·阿彻（Margaret Archer）的工作，该项目将开发一个原始的框架，用于分析学生决策，将“地图”“地图”纳入人类反思性的基本理论。学生的决策是由学生的传记，大学遇到的结构及其主观定义的主要动机所塑造的。这些影响是通过反思性介导的 - 个人故意选择自己的选择并“定义与客观社会环境有关的行动方案”的过程（Archer，2008：1）。阿切尔（Archer）建立了四种不同的反射性“模式”，可以通过建立的内部对话指标（ICONI）来衡量。模式不是互斥的；但是，个体往往是一种特定模式的“主导者”。在他的背景下，我假设不同的“模式”对学生的决策过程以及随后对学生的成绩具有不同的影响。