A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education. / Holmegaard, Henriette Tolstrup; Madsen, Lene Møller; Ulriksen, Lars.

In: C S S E, Vol. 9, 08.2014, p. 755-786.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Holmegaard, HT, Madsen, LM & Ulriksen, L 2014, 'A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education', C S S E, vol. 9, pp. 755-786. https://doi.org/10.1007/s11422-013-9542-3

APA

Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education. C S S E, 9, 755-786. https://doi.org/10.1007/s11422-013-9542-3

Vancouver

Holmegaard HT, Madsen LM, Ulriksen L. A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education. C S S E. 2014 Aug;9:755-786. https://doi.org/10.1007/s11422-013-9542-3

Author

Holmegaard, Henriette Tolstrup ; Madsen, Lene Møller ; Ulriksen, Lars. / A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education. In: C S S E. 2014 ; Vol. 9. pp. 755-786.

Bibtex

@article{df7450383dcf4415a048ac338be88f8c,
title = "A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education",
abstract = "The paper presents results from a longitudinal study of students{\textquoteright} decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students{\textquoteright} transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students{\textquoteright} choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students{\textquoteright} negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences.",
author = "Holmegaard, {Henriette Tolstrup} and Madsen, {Lene M{\o}ller} and Lars Ulriksen",
note = "Published online October 2013",
year = "2014",
month = aug,
doi = "10.1007/s11422-013-9542-3",
language = "English",
volume = "9",
pages = "755--786",
journal = "C S S E",
issn = "1871-1502",
publisher = "Springer",

}

RIS

TY - JOUR

T1 - A journey of negotiation and belonging: understanding students' transition to science and engineering in higher education

AU - Holmegaard, Henriette Tolstrup

AU - Madsen, Lene Møller

AU - Ulriksen, Lars

N1 - Published online October 2013

PY - 2014/8

Y1 - 2014/8

N2 - The paper presents results from a longitudinal study of students’ decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students’ transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students’ choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students’ negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences.

AB - The paper presents results from a longitudinal study of students’ decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students’ transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students’ choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students’ negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences.

U2 - 10.1007/s11422-013-9542-3

DO - 10.1007/s11422-013-9542-3

M3 - Journal article

VL - 9

SP - 755

EP - 786

JO - C S S E

JF - C S S E

SN - 1871-1502

ER -

ID: 65617962