Science students’ post-bachelor’s choice narratives in different disciplinary settings
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Science students’ post-bachelor’s choice narratives in different disciplinary settings. / Madsen, Lene Møller; Holmegaard, Henriette Tolstrup.
I: European Educational Research Journal, Bind 22, Nr. 2, 2023, s. 216-235.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Science students’ post-bachelor’s choice narratives in different disciplinary settings
AU - Madsen, Lene Møller
AU - Holmegaard, Henriette Tolstrup
N1 - Publisher Copyright: © The Author(s) 2022.
PY - 2023
Y1 - 2023
N2 - In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay special attention to how science students’ narrative repertoires and imagined futures interact with and set the scene for their choice narratives in specific disciplinary settings. We draw on theoretical ideas of science identities including ‘narrative repertories’ and ‘imagined futures’, combined with disciplinary cultures and institutional capital. The analysis draws on small-scale rich qualitative material including 12 narrative interviews and focus groups with 44 students, including reflective essays, drawings and word-cloud brainstorms. Results show that the post-bachelor’s trajectory is a choice that students must relate themselves to in their identity negotiations. We document how students within the same faculty are presented with different narrative repertoires to construct and negotiate their choices from and as a result experience different choice processes and negotiations due to the different disciplinary settings they encounter. The implications for higher education institutions are given.
AB - In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay special attention to how science students’ narrative repertoires and imagined futures interact with and set the scene for their choice narratives in specific disciplinary settings. We draw on theoretical ideas of science identities including ‘narrative repertories’ and ‘imagined futures’, combined with disciplinary cultures and institutional capital. The analysis draws on small-scale rich qualitative material including 12 narrative interviews and focus groups with 44 students, including reflective essays, drawings and word-cloud brainstorms. Results show that the post-bachelor’s trajectory is a choice that students must relate themselves to in their identity negotiations. We document how students within the same faculty are presented with different narrative repertoires to construct and negotiate their choices from and as a result experience different choice processes and negotiations due to the different disciplinary settings they encounter. The implications for higher education institutions are given.
KW - Bologna
KW - Chemistry
KW - Denmark
KW - higher education
KW - natural ressources
KW - STEM
KW - student choice
U2 - 10.1177/14749041221095151
DO - 10.1177/14749041221095151
M3 - Journal article
AN - SCOPUS:85131447006
VL - 22
SP - 216
EP - 235
JO - European Educational Research Journal
JF - European Educational Research Journal
SN - 1474-9041
IS - 2
ER -
ID: 311115892