17,899
Views
37
CrossRef citations to date
0
Altmetric
Articles

Using the assessment process to overcome Imposter Syndrome in mature students

Pages 112-119 | Received 15 Aug 2014, Accepted 01 Jan 2015, Published online: 30 Jul 2015

References

  • Baxter, A., and C. Britton. 2001. “Risk, Identity and Change: Becoming a Mature Student.” International Studies in Sociology of Education 11 (1): 87–104.10.1080/09620210100200066
  • Bloxham, S., and P. Boyd. 2007. Developing Effective Assessment in Higher Education. Maidenhead: Open University Press.
  • Brooks, R. 2012. “Student-parents and Higher Education: A Cross-national Comparison.” Journal of Education Policy 27 (3): 423–439.10.1080/02680939.2011.613598
  • Chapman, A. 2012/13. “A (Re)Negotiation of Identity: From ‘Mature Student’ to ‘Novice Academic’.” Widening Participation and Lifelong, Learning 14 (3): 44–61.
  • Clance, P., and S. Imes. 1978 “The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention.” Psychotherapy: Theory, Research and Practice 15 (3): 241–247.10.1037/h0086006
  • Coryell, J. E., S. Wagner, M. C. Clark, and C. Stuessy. 2013. “Becoming Real: Adult Student Impressions of Developing an Educational Researcher Identity.” Journal of Further and Higher Education 37 (3): 367–383.10.1080/0309877X.2011.645456
  • Court, K. 2014. “Tutor Feedback on Draft Essays: Developing Students’ Academic Writing and Subject Knowledge.” Journal of Further and Higher Education 38 (3): 327–345.10.1080/0309877X.2012.706806
  • Elton, L. 2010. “Academic Writing and Tacit Knowledge.” Teaching in Higher Education 15 (2): 151–160.10.1080/13562511003619979
  • Fung, D. 2006. “Telling Tales (2): A Fresh Look at Student Experience and Learning in Higher Education.” Paper presented at Assessment in Higher Education Conference, Carlisle, June.
  • Gardner, S., and K. Holley. 2011. “Those Invisible Barriers Are Real: The Progression of First-generation Students through Doctoral Education.” Equity and Excellence in Education 44 (1): 77–92.10.1080/10665684.2011.529791
  • Heinrich, K. T. 1997. “Transforming Imposters into Heroes: Metaphors for Innovative Nurse Education.” Nurse Educator 22: 45–50.10.1097/00006223-199705000-00018
  • Housee, S., and E. Richards. 2011. “And Still We Rise: Stories of Resilience and Transgression.” Enhancing Learning in the Social Sciences 3 (3).
  • Hutchings, M., and L. Archer. 2001. “Higher than Einstein’: Constructions of Going to University among Working-class Non-participants.” Research Papers in Education 16 (1): 69–91.10.1080/02671520010011879
  • Johnson, G. C., and G. Watson. 2004. “Oh Gawd, How Am I Going to Fit into This?’ Producing (Mature) First-year Student Identity.” Language and Education 18 (6): 474–487.10.1080/09500780408666896
  • Jones, I. 2010. “Senses of Belonging and Fitting in?: Affinities and Emergent Identities.” Widening Participation and Lifelong Learning 12 (2): 23–35.
  • Kasworm, C. 2010. “Adult Learners in a Research University: Negotiating Undergraduate Student Identity.” Adult Education Quarterly 60 (2): 143–160.10.1177/0741713609336110
  • Knights, D., and C. Clarke. 2014. “It's a Bittersweet Symphony, This Life: Fragile Academic Selves and Insecure Identities at Work.” Organizational Studies 35 (3): 335–357.10.1177/0170840613508396
  • Krause, K. 2001. “The University Essay Writing Experience: A Pathway for Academic Integration during Transition.” Higher Education Research and Development 20 (2): 147–168.10.1080/07294360123586
  • Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.10.1017/CBO9780511815355
  • Lea, M. R., and B. Street. 1998. “Student Writing in Higher Education: An Academic Literacies Approach.” Studies in Higher Education 23 (2): 157–172.10.1080/03075079812331380364
  • Mann, S. J. 2001. “Alternative Perspectives on the Student Experience: Alienation and Engagement.” Studies in Higher Education 26 (1): 7–19.10.1080/03075070020030689
  • Marandet, E., and E. Wainwright. 2010. “Invisible Experiences: Understanding the Choices and Needs of University Students with Dependent Children.” British Educational Research Journal 36 (5): 787–805.10.1080/01411920903165595
  • Marcangelo, C. 2011. “Developing Patchwork Text Assessment in a Digital Context: Findings Resulting from a Recent JISC-Funded Project.” Paper Presented at Collaborative Action Research Network (CARN) International Conference, Vienna, November 2011.
  • McDowell, L., J. Smailes, K. Sambell, A. Sambell, and D. Wakelin. 2008. “Evaluating Assessment Strategies through Collaborative Evidence-based Practice: Can One Tool Fit All.” Innovations in Education and Teaching International 45 (2): 143–153.10.1080/14703290801950310
  • Meer, N., and A. Chapman. 2014. “Assessment for Confidence: Exploring the Impact That Low Stakes Assessment Design Has on Student Retention.” International Journal of Management Education (IJME) 186–192. doi:10.1016/j.ijme.2014.01.003.
  • Meer, N., and A. Chapman. 2014. “Can We Do It like This?: Students as Partners in the Assessment Process.” Business and Management in Higher Education: An International Journal (BMHE) 1 (1). doi:10.11120/bmhe.2014.00008.
  • Morgan, A., and D. Nutt. 2006. “Working Together to Embed Effective Retention Strategies: Faculty and Centre Collaboration.” Presented at Teaching and Learning Fest, Lancaster, St Martin’s College, 26th June.
  • Nicol, D. 2010. “From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment and Evaluation in Higher Education 35 (5): 501–517.10.1080/02602931003786559
  • O’Donnell, V., 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): 312–328.10.1177/0741713607302686
  • O’Shea, S., and C. Stone. 2011. “Transformations and Self-discovery: Mature Age Women’s Reflections on Returning to University Study.” Studies in Continuing Education 33 (3): 273–288.10.1080/0158037X.2011.565046
  • Read, B., L. Archer, and C. Leathwood. 2003. “Challenging Cultures? Students Conceptions of ‘Belonging’ and ‘Isolations’ at a Post-1992 University.” Studies in Higher Education 28 (3): 261–277.10.1080/03075070309290
  • Reay, D., G. Crozier, and J. Clayton. 2010. “‘Fitting In’ or ‘Standing Out’: Working Class Students in UK Higher Education.” British Educational Research Journal 36 (1): 107–124.10.1080/01411920902878925
  • Reay, D., J. Davies, M. David, and S. Ball. 2001. “Choices of Degree or Degrees of Choice? Class, ‘Race’ and the Higher Education Choice Process.” Sociology 35 (4): 855–874.
  • Scanlon, L., L. Rowling, and Zita Weber. 2007. “‘You Don’t Have like an Identity…You Are Just Lost in a Crowd’: Forming a Student Identity in the First-year Transition to University.” Journal of Youth Studies 10 (2): 223–241.10.1080/13676260600983684
  • Shakouri, N. 2013. “Constructing Learner Identity: A Post-structuralist Perspective.” Humanising Language Teaching 15 (2).
  • Studdard, S. 2002. “Adult Women Students in the Academy: Imposters or Members.” The Journal of Continuing Higher Education 50: 24–37.10.1080/07377366.2002.10401202
  • Tett, L., J. Hounsell, H. Christie, V. Cree, and V. McCune. 2012. “Learning from Feedback? Mature Students’ Experiences of Assessment in Higher Education.” Research in Post-Compulsory Education 17 (2): 247–260.10.1080/13596748.2011.627174
  • Wilans, 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 5 (1): 119–141.
  • Williams, K. 2005. “Lecturer and First Year Student (Mis)Understandings of Assessment Task Verbs: ‘Mind the Gap’.” Teaching in Higher Education 10 (2): 157–173.10.1080/1356251042000337927
  • Wingate, U. 2010. “The Impact of Formative Feedback on the Development of Academic Writing.” Assessment and Evaluation in Higher Education 35 (5): 519–533.10.1080/02602930903512909
  • Winter, R., J. Parker, and P. Ovens, eds. 2003. “The Patchwork Text: A Radical Re-assessment of Coursework Assignments, a ‘Special Issue’ of Innovations in Education and Teaching International,” 30 (2), May 2003.
  • Yorke, M. 1999. Leaving Early: Undergraduate Non-completion in Higher Education. London: Palmer Press.10.4324/9780203209479

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.