‘You’re thrown in the deep end’: adult learner identity formation in higher education

References

• Allen-Collinson, J., and R. Brown. 2012. “I’m a Reddie and a Christian! Identity Negotiations Amongst First-Year University Students.” Studies in Higher Education 37 (4): 497–511. doi:https://doi.org/10.1080/03075079.2010.527327.
   Web of Science ®Google Scholar
• Anderson, M., J. Goodman, and N. K. Schlossberg. 2012. Counseling Adults in Transition: Linking Schlossberg’s Theory with Practice in a Diverse World. 4th ed. New York: Springer.
   Google Scholar
• Ashforth, B. E. 2001. Role Transitions in Organizational Life: An Identity-Based Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Ashforth, B. E., G. E. Kreiner, and M. Fugate. 2000. “All in a Day’s Work: Boundaries and Micro Role Transitions.” Academy of Management Review 25 (3): 472. doi: https://doi.org/10.2307/259305
   Web of Science ®Google Scholar
• Askham, P. 2008. “Context and Identity: Exploring Adult Learners’ Experiences of Higher Education.” Journal of Further and Higher Education 32 (1): 85–97. doi:https://doi.org/10.1080/03098770701781481.
   Google Scholar
• Baxter, A., and C. Britton. 2001. “Risk, Identity and Change: Becoming a Mature Student.” International Studies in Sociology of Education 11 (1): 87–104. doi:https://doi.org/10.1080/09620210100200066.
   Google Scholar
• Bell, N. J., E. Wieling, and W. Watson. 2007. “Narrative Processes of Identity Construction: Micro Indicators of Developmental Patterns Following Transition to University.” Identity: An International Journal of Theory and Research 7 (1): 1–26. doi:https://doi.org/10.1080/15283480701319559.
   Google Scholar
• Bennet, D. 2009. “Student Mentoring Prior to Entry: Getting Accurate Messages Across.” In How to Recruit and Retain Higher Education Students: A Handbook of Good Practice, edited by A. Cook and B. S. Rushton, 163–82. New York: Routledge.
   Google Scholar
• Brunton, J., M. Brown, E. Costello, and O. Farrell. 2018. “Head Start Online: Flexibility, Transitions and Student Success.” Educational Media International 55 (4): 347–60. doi:https://doi.org/10.1080/09523987.2018.1548783.
   Web of Science ®Google Scholar
• Brunton, J., M. Brown, E. Costello, and O. Farrell. 2019. “Pre-induction Supports for Flexible Learners: The Head Start Online MOOC Pilot. A Practice Report.” Student Success 10 (1): 155–61. doi:https://doi.org/10.5204/ssj.v10i1.434.
   Web of Science ®Google Scholar
• Campbell-Clark, S. 2000. “Work/Family Border Theory: A New Theory of Work/Family Balance.” Human Relations 53 (6): 747–70. doi:https://doi.org/10.1177/0018726700536001.
   Web of Science ®Google Scholar
• Cole, M. S., and H. Bruch. 2006. “Organizational Identity Strength, Identification, and Commitment and Their Relationships to Turnover Intention: Does Organizational Hierarchy Matter?” Journal of Organizational Behaviour 27 (5): 585–605. doi:https://doi.org/10.1002/job.378.
   Web of Science ®Google Scholar
• Cook, A., and B. S. Rushton, eds. 2009. How to Recruit and Retain Higher Education Students: A Handbook of Good Practice. New York: Routledge.
   Google Scholar
• Corridan, M. 2002. Moving from the Margins: A Study of Male Participation in Adult Literacy Education. Dublin: Dublin Adult Learning Centre.
   Google Scholar
• Darab, S. 2004. “Time and Study: Open Foundation Female Students’ Integration of Study with Family, Work and Social Obligations.” Australian Journal of Adult Learning 44 (3): 327–53.
   Google Scholar
• Ecclestone, K., G. Biesta, and M. Hughes. 2010. “The Role of Identity, Agency and Structure.” In Transitions and Learning Through the Lifecourse, edited by K. Ecclestone, G. Biesta, and M. Hughes, 1–15. New York: Routledge.
   Google Scholar
• Edwards, D. 2012. “Discursive and Scientific Psychology.” British Journal of Social Psychology 51: 425–35. doi:https://doi.org/10.1111/j.2044-8309.2012.02103.x.
   PubMed Web of Science ®Google Scholar
• European Commission. 2014. Report to the European Commission on new Models of Learning and Teaching in Higher Education. Luxembourg: Publications Office of the European Union.
   Google Scholar
• Fairchild, E. E. 2003. “Multiple Roles of Adult Learners.” New Directions for Student Services 102: 11–16. doi:https://doi.org/10.1002/ss.84.
   Google Scholar
• Gale, T., and S. Parker. 2014. “Navigating Change: A Typology of Student Transition in Higher Education.” Studies in Higher Education 39 (5): 734–53. doi:https://doi.org/10.1080/03075079.2012.721351.
   Web of Science ®Google Scholar
• Higher Education Authority (HEA). 2015. National Plan for Equity of Access to Higher Education 2015–2019. Accessed January 18, 2019, https://hea.ie/assets/uploads/2017/06/National-Plan-for-Equity-of-Access-to-Higher-Education-2015-2019.pdf.
   Google Scholar
• Jones, R. 2008. Widening Participation: Student Retention and Success. Research Synthesis for the Higher Education Academy. Accessed January 18, 2019, https://www2.le.ac.uk/offices/ssds/projects/student-retention-project/dissemination/resources/wp-retention-synthesis.doc.
   Google Scholar
• Kahu, E. R., and K. Nelson. 2018. “Student Engagement in the Educational Interface: Understanding the Mechanisms of Student Success.” Higher Education Research & Development 37 (1): 58–71. doi:https://doi.org/10.1080/07294360.2017.1344197.
   Web of Science ®Google Scholar
• Kent, A., and J. Potter. 2014. “Discursive Social Psychology.” In The Oxford Handbook of Language and Social Psychology, edited by T. M. Holtgraves, 295–314. Oxford: Oxford University Press.
   Google Scholar
• Kreiner, G. E., and B. E. Ashforth. 2004. “Evidence Toward an Expanded Model of Organizational Identification.” Journal of Organizational Behavior 25: 1–27. doi:https://doi.org/10.1002/job.234.
   Web of Science ®Google Scholar
• Leonard, N. H., L. L. Beauvais, and R. W. Scholl. 1999. “Work Motivation: The Incorporation of Self-Concept-Based Processes.” Human Relations 52 (8): 969–98. doi:https://doi.org/10.1023/A:1016927507008.
   Web of Science ®Google Scholar
• Louis, M. R. 1980. “Surprise and Sensemaking: What Newcomers Experience Entering Unfamiliar Organizational Settings.” Administrative Science Quarterly 25: 226–51. doi:https://doi.org/10.2307/2392453.
   PubMed Web of Science ®Google Scholar
• Louis, M. R., and R. I. Sutton. 1991. “Switching Cognitive Gears: From Habits of Mind to Active Thinking.” Human Relations 44: 55–76. doi:https://doi.org/10.1177/001872679104400104.
   Web of Science ®Google Scholar
• Mallman, M., and H. Lee. 2016. “Stigmatised Learners: Mature-Age Students Negotiating University Culture.” British Journal of Sociology of Education 37 (5): 684–701. doi:https://doi.org/10.1080/01425692.2014.973017.
   Web of Science ®Google Scholar
• McAlpine, L., and C. Amundsen. 2011. “Making Meaning of Diverse Experiences: Constructing an Identity Through Time.” In Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators, edited by Lynn McAlpine and Cheryl Amundsen, 173–84. Amsterdam: Springer.
   Google Scholar
• McLean, N. 2012. “Researching Academic Identity: Using Discursive Psychology as an Approach.” International Journal for Academic Development 17 (2): 97–108. doi:https://doi.org/10.1080/1360144X.2011.599596.
   Google Scholar
• McLean, K. C., M. Pasupathi, and J. L. Pais. 2007. “Selves Creating Stories Creating Selves: A Process Model of Self-Development.” Personality and Social Psychology Review 11 (3): 262–78. doi:https://doi.org/10.1177/1088868307301034.
   PubMed Web of Science ®Google Scholar
• McLean, N., and L. Price. 2019. “Identity Formation among Novice Academic Teachers – a Longitudinal Study.” Studies in Higher Education 44 (6): 990–1003. doi:https://doi.org/10.1080/03075079.2017.1405254.
   Web of Science ®Google Scholar
• McPhail, R., R. Fisher, and J. McConachie. 2009. Becoming a Successful First Year Undergraduate: When Expectations and Reality Collide. Accessed January 18, 2019, https://research-repository.griffith.edu.au/bitstream/handle/10072/31840/55759_1.pdf?sequence=1.
   Google Scholar
• Mehmet, K., F. Erdogdu, M. Kokoç, and K. Cagiltay. 2019. “Challenges Faced by Adult Learners in Online Distance Education: A Literature Review.” Open Praxis 11 (1): 5–22. doi: https://doi.org/10.5944/openpraxis.11.1.929
   Web of Science ®Google Scholar
• Mercer, J. 2007. “Re-Negotiating the Self Through Educational Development: Mature Students’ Experiences.” Research in Post-Compulsory Education 12 (1): 19–32. doi:https://doi.org/10.1080/13596740601155314.
   Google Scholar
• Nash, R. D. 2005. “Course Completion Rates among Distance Learners: Identifying Possible Methods to Improve Retention.” Online Journal of Distance Learning Administration 8 (4). https://www.westga.edu/.
   Google Scholar
• O’Boyle, N. 2015. “The Risks of ‘University Speak’: Relationship Management and Identity Negotiation by Mature Students off Campus.” International Studies in Sociology of Education 25 (2): 93–111. doi:https://doi.org/10.1080/09620214.2015.1018921.
   Web of Science ®Google Scholar
• O’Donnell, V. L., and J. Tobbell. 2007. “The Transition of Adult Students to Higher Education: Legitimate Peripheral Participation in a Community of Practice?” Adult Education Quarterly 57 (4): 312–28. doi:https://doi.org/10.1177/0741713607302686.
   Web of Science ®Google Scholar
• OECD. 2015. Education at a Glance: OECD Indicators. Accessed January 18, 2019, https://www.oecd.org/education/education-at-a-glance-2015.htm.
   Google Scholar
• Palmer, M., P. O’Kane, and M. Owens. 2009. “Betwixt Spaces: Student Accounts of Turning Point Experiences in the First-Year Transition.” Studies in Higher Education 34 (1): 37–54. doi:https://doi.org/10.1080/03075070802601929.
   Web of Science ®Google Scholar
• Potter, J., and D. Edwards. 2001. “Discursive Social Psychology.” In The New Handbook of Language and Social Psychology, edited by W. P. Robinson and H. Giles, 103–18. London: John Wiley.
   Google Scholar
• Richardson, J. T. E., and E. Kind. 1998. “Adult Students in Higher Education: Burden or Boon?” Journal of Higher Education 69 (1): 65–88.
   Web of Science ®Google Scholar
• Ross-Gordon, J. M., A. D. Rose, and C. E. Kasworm. 2017. Foundations of Adult and Continuing Education. San Francisco: Wiley.
   Google Scholar
• Saks, A. M., and B. E. Ashforth. 1997. “Organizational Socialization: Making Sense of the Past and Present as a Prologue for the Future.” Journal of Vocational Behaviour 51: 234–79. doi:https://doi.org/10.1006/jvbe.1997.1614.
   Web of Science ®Google Scholar
• Stapleton, K., and J. Wilson. 2003. “Grounding the Discursive Self: A Case Study in ISA and Discursive Psychology.” In Analysing Identity: Cross-Cultural, Societal and Clinical Contexts, edited by P. Weinreich and W. Saunderson, 195–212. London: Routledge.
   Google Scholar
• Sveningsson, S., and M. Alvesson. 2003. “Managing Managerial Identities: Organizational Fragmentation, Discourse and Identity Struggle.” Human Relations 56 (10): 1163–93. doi https://doi.org/10.1177/00187267035610001.
   Web of Science ®Google Scholar
• Taylor, S. 2001. “Locating and Conducting Discourse Analytic Research.” In Discourse as Data: A Guide for Analysis, edited by M. Wetherell, S. Taylor, and S. J. Yates, 5–48. London: Sage.
   Google Scholar
• Thomas, L., M. Hill, J. O’ Mahony, and M. Yorke. 2017. Supporting Student Success: Strategies for Institutional Change: What Works? Student Retention & Success Program. Accessed January 18, 2019. https://www.heacademy.ac.uk/knowledge-hub/supporting-student-success-strategies-institutional-change.
   Google Scholar
• van der Werff, L., and F. Buckley. 2017. “Getting to Know You: A Longitudinal Examination of Trust Cues and Trust Development During Socialization.” Journal of Management 43 (3): 742–70. doi:https://doi.org/10.1177/0149206314543475.
   Web of Science ®Google Scholar
• Webb, S., P. J. Burke, S. Nichols, S. Roberts, G. Stahl, S. Threadgold, and J. Wilkinson. 2017. “Thinking with and Beyond Bourdieu in Widening Higher Education Participation.” Studies in Continuing Education 39 (2): 138–60. doi:https://doi.org/10.1080/0158037X.2017.1302926.
   Web of Science ®Google Scholar
• Willans, J., and K. Seary. 2011. “I Feel Like I’m Being Hit from All Directions: Enduring the Bombardment as a Mature-Age Learner Returning to Formal Learning.” Australian Journal of Adult Learning 51 (1): 119–42.
   Web of Science ®Google Scholar