The ideal philosophy student: A qualitative study of the transition into first year higher education

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

The ideal philosophy student : A qualitative study of the transition into first year higher education. / Gregersen, Andrea Fransiska Møller; Holmegaard, Henriette Tolstrup.

In: Dansk Universitetspædagogisk Tidsskrift, Vol. 17, No. 33, 2022.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Gregersen, AFM & Holmegaard, HT 2022, 'The ideal philosophy student: A qualitative study of the transition into first year higher education', Dansk Universitetspædagogisk Tidsskrift, vol. 17, no. 33. <https://tidsskrift.dk/dut/article/view/132715/179359>

APA

Gregersen, A. F. M., & Holmegaard, H. T. (2022). The ideal philosophy student: A qualitative study of the transition into first year higher education. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://tidsskrift.dk/dut/article/view/132715/179359

Vancouver

Gregersen AFM, Holmegaard HT. The ideal philosophy student: A qualitative study of the transition into first year higher education. Dansk Universitetspædagogisk Tidsskrift. 2022;17(33).

Author

Gregersen, Andrea Fransiska Møller ; Holmegaard, Henriette Tolstrup. / The ideal philosophy student : A qualitative study of the transition into first year higher education. In: Dansk Universitetspædagogisk Tidsskrift. 2022 ; Vol. 17, No. 33.

Bibtex

@article{c84e2127478048e0ac1105250e16868b,
title = "The ideal philosophy student: A qualitative study of the transition into first year higher education",
abstract = "This paper investigates students{\textquoteright} transition into a bachelor{\textquoteright}s programme of philosophy. The aim is to explore the meeting of the norms and expectations of student performances within the studyprogramme and students{\textquoteright} identity negotiations when presented with these norms and expectations. Drawing on ideas of identities as performative and recognition practices as central to students{\textquoteright} abilities to navigate the norms, the study analyses what is entailed in the constructions of the {\textquoteleft} ideal{\textquoteright} philosophy students. The analysis builds on data produced through qualitative methods, i ncluding interviews, fieldwork and video-diaries. The analysis shows that the {\textquoteleft}ideal{\textquoteright} philosophy student is expected to demonstrate dedication and an ability to immerse themself in the content matter, while refraining from becoming absorbed in career prospects. Ideal philosophy identities performed confidence and were able to argue indisputably when engaging in discussions both in and outside teaching. Consequently, insecurity and incompetence were produced as side-effects, with a clear gendered pattern. Implications for higher education are discussed.",
author = "Gregersen, {Andrea Fransiska M{\o}ller} and Holmegaard, {Henriette Tolstrup}",
year = "2022",
language = "English",
volume = "17",
journal = "Dansk Universitetsp{\ae}dagogisk Tidsskrift",
issn = "1901-5089",
publisher = "Syddansk Universitetsforlag",
number = "33",

}

RIS

TY - JOUR

T1 - The ideal philosophy student

T2 - A qualitative study of the transition into first year higher education

AU - Gregersen, Andrea Fransiska Møller

AU - Holmegaard, Henriette Tolstrup

PY - 2022

Y1 - 2022

N2 - This paper investigates students’ transition into a bachelor’s programme of philosophy. The aim is to explore the meeting of the norms and expectations of student performances within the studyprogramme and students’ identity negotiations when presented with these norms and expectations. Drawing on ideas of identities as performative and recognition practices as central to students’ abilities to navigate the norms, the study analyses what is entailed in the constructions of the ‘ ideal’ philosophy students. The analysis builds on data produced through qualitative methods, i ncluding interviews, fieldwork and video-diaries. The analysis shows that the ‘ideal’ philosophy student is expected to demonstrate dedication and an ability to immerse themself in the content matter, while refraining from becoming absorbed in career prospects. Ideal philosophy identities performed confidence and were able to argue indisputably when engaging in discussions both in and outside teaching. Consequently, insecurity and incompetence were produced as side-effects, with a clear gendered pattern. Implications for higher education are discussed.

AB - This paper investigates students’ transition into a bachelor’s programme of philosophy. The aim is to explore the meeting of the norms and expectations of student performances within the studyprogramme and students’ identity negotiations when presented with these norms and expectations. Drawing on ideas of identities as performative and recognition practices as central to students’ abilities to navigate the norms, the study analyses what is entailed in the constructions of the ‘ ideal’ philosophy students. The analysis builds on data produced through qualitative methods, i ncluding interviews, fieldwork and video-diaries. The analysis shows that the ‘ideal’ philosophy student is expected to demonstrate dedication and an ability to immerse themself in the content matter, while refraining from becoming absorbed in career prospects. Ideal philosophy identities performed confidence and were able to argue indisputably when engaging in discussions both in and outside teaching. Consequently, insecurity and incompetence were produced as side-effects, with a clear gendered pattern. Implications for higher education are discussed.

M3 - Journal article

VL - 17

JO - Dansk Universitetspædagogisk Tidsskrift

JF - Dansk Universitetspædagogisk Tidsskrift

SN - 1901-5089

IS - 33

ER -

ID: 327696145