Following rhythms and changing pace: Students’ strategies in relation to time in higher education

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Standard

Following rhythms and changing pace : Students’ strategies in relation to time in higher education. / Nielsen, Katia Bill; Ulriksen, Lars.

I: Teaching in Higher Education, Bind 28, Nr. 8, 2023, s. 1903–1917.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Nielsen, KB & Ulriksen, L 2023, 'Following rhythms and changing pace: Students’ strategies in relation to time in higher education', Teaching in Higher Education, bind 28, nr. 8, s. 1903–1917. https://doi.org/10.1080/13562517.2021.1940926

APA

Nielsen, K. B., & Ulriksen, L. (2023). Following rhythms and changing pace: Students’ strategies in relation to time in higher education. Teaching in Higher Education, 28(8), 1903–1917. https://doi.org/10.1080/13562517.2021.1940926

Vancouver

Nielsen KB, Ulriksen L. Following rhythms and changing pace: Students’ strategies in relation to time in higher education. Teaching in Higher Education. 2023;28(8):1903–1917. https://doi.org/10.1080/13562517.2021.1940926

Author

Nielsen, Katia Bill ; Ulriksen, Lars. / Following rhythms and changing pace : Students’ strategies in relation to time in higher education. I: Teaching in Higher Education. 2023 ; Bind 28, Nr. 8. s. 1903–1917.

Bibtex

@article{23a123cac8f145a986bdddfd560f4684,
title = "Following rhythms and changing pace: Students{\textquoteright} strategies in relation to time in higher education",
abstract = "Studies of time and higher education emphasize how macro-level changes influence everyday university practices and how time is experienced and perceived in various ways. This paper adds to these studies by looking at time as infrastructure. We explore how students relate to time and unpack the challenges caused by the temporal structure of higher education. The analysis presents material from ethnographic fieldwork carried out with students following three Bachelor{\textquoteright}s programmes. Treating time as infrastructure directs attention to the ways in which temporal structures serve to both enable and constrain practices. We found that the students related to several temporal horizons and that these required different paces, so that the horizons sometimes clashed. However, students also adopted strategies disrupting the pace and direction of the scheduled time, using cracks and openings in the temporal infrastructure to create time for immersion and reflection.",
author = "Nielsen, {Katia Bill} and Lars Ulriksen",
year = "2023",
doi = "10.1080/13562517.2021.1940926",
language = "English",
volume = "28",
pages = "1903–1917",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "8",

}

RIS

TY - JOUR

T1 - Following rhythms and changing pace

T2 - Students’ strategies in relation to time in higher education

AU - Nielsen, Katia Bill

AU - Ulriksen, Lars

PY - 2023

Y1 - 2023

N2 - Studies of time and higher education emphasize how macro-level changes influence everyday university practices and how time is experienced and perceived in various ways. This paper adds to these studies by looking at time as infrastructure. We explore how students relate to time and unpack the challenges caused by the temporal structure of higher education. The analysis presents material from ethnographic fieldwork carried out with students following three Bachelor’s programmes. Treating time as infrastructure directs attention to the ways in which temporal structures serve to both enable and constrain practices. We found that the students related to several temporal horizons and that these required different paces, so that the horizons sometimes clashed. However, students also adopted strategies disrupting the pace and direction of the scheduled time, using cracks and openings in the temporal infrastructure to create time for immersion and reflection.

AB - Studies of time and higher education emphasize how macro-level changes influence everyday university practices and how time is experienced and perceived in various ways. This paper adds to these studies by looking at time as infrastructure. We explore how students relate to time and unpack the challenges caused by the temporal structure of higher education. The analysis presents material from ethnographic fieldwork carried out with students following three Bachelor’s programmes. Treating time as infrastructure directs attention to the ways in which temporal structures serve to both enable and constrain practices. We found that the students related to several temporal horizons and that these required different paces, so that the horizons sometimes clashed. However, students also adopted strategies disrupting the pace and direction of the scheduled time, using cracks and openings in the temporal infrastructure to create time for immersion and reflection.

U2 - 10.1080/13562517.2021.1940926

DO - 10.1080/13562517.2021.1940926

M3 - Journal article

VL - 28

SP - 1903

EP - 1917

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 8

ER -

ID: 271564735