{"title":"不同学科背景下理科生的本科后选择叙事","authors":"L. Madsen, H. Holmegaard","doi":"10.1177/14749041221095151","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Science students’ post-bachelor’s choice narratives in different disciplinary settings\",\"authors\":\"L. Madsen, H. Holmegaard\",\"doi\":\"10.1177/14749041221095151\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":47336,\"journal\":{\"name\":\"European Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2022-06-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/14749041221095151\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14749041221095151","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Science students’ post-bachelor’s choice narratives in different disciplinary settings
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.
期刊介绍:
The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)