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dc.contributor.authorEsmond, Bill
dc.date.accessioned2016-11-03T16:21:02Z
dc.date.available2016-11-03T16:21:02Z
dc.date.issued2016-01-21
dc.identifier.citationEsmond, B. (2016) 'Part-time Higher Education in English Colleges: Adult identities in diminishing spaces.' Studies in the Education of Adults, 47 (1), 23-34en
dc.identifier.issn0266-0830
dc.identifier.doi10.1080/02660830.2015.11661672
dc.identifier.urihttp://hdl.handle.net/10545/620694
dc.description.abstractAdult participation in higher education has frequently entailed mature students studying part time in lower-ranked institutions. In England, higher education policies have increasingly emphasised higher education provision in vocational further education colleges, settings which have extensive adult traditions but which mainly teach employment-based skills and are widely regarded as ‘outside’ higher education. This paper interrogates the significance of these dimensions of college higher education, through a qualitative study of identity formation by adult part-time students. Their accounts, developed through individual interviews and focus groups, emphasised the significance of work to their interpretations of higher education participation: these are compared here to a range of conceptualisations of identity that have been applied in relation to work organisations. This analysis indicates some of the ways in which pathways which adults may interpret as meaningful in terms of work-related identities may correspondingly be constrained by a narrow discourse of work-based skills and credentials.
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/02660830.2015.11661672en
dc.relation.urlhttp://dx.doi.org/10.1080/02660830.2015.11661672en
dc.rights.urihttp://creativecommons.org/publicdomain/mark/1.0/en
dc.subjectHigher educationen
dc.subjectFurther education collegesen
dc.subjectPart-timeen
dc.subjectIdentityen
dc.subjectVocational educationen
dc.subjectSkillsen
dc.titlePart-time higher education in English colleges: Adult identities in diminishing spacesen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalStudies in the Education of Adultsen
html.description.abstractAdult participation in higher education has frequently entailed mature students studying part time in lower-ranked institutions. In England, higher education policies have increasingly emphasised higher education provision in vocational further education colleges, settings which have extensive adult traditions but which mainly teach employment-based skills and are widely regarded as ‘outside’ higher education. This paper interrogates the significance of these dimensions of college higher education, through a qualitative study of identity formation by adult part-time students. Their accounts, developed through individual interviews and focus groups, emphasised the significance of work to their interpretations of higher education participation: these are compared here to a range of conceptualisations of identity that have been applied in relation to work organisations. This analysis indicates some of the ways in which pathways which adults may interpret as meaningful in terms of work-related identities may correspondingly be constrained by a narrow discourse of work-based skills and credentials.


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