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ERIC Number: EJ1132921
Record Type: Journal
Publication Date: 2017-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0018-1560
Making Sense of Curriculum--The Transition into Science and Engineering University Programmes
Ulriksen, Lars; Holmegaard, Henriette T.; Madsen, Lene Møller
Higher Education: The International Journal of Higher Education Research, v73 n3 p423-440 Mar 2017
Research on students' transition, retention and experiences in science, technology, engineering and mathematics (STEM) has increasingly focused on identity formation and on students' integration in the study programmes. However, studies focusing on the role of the curriculum in this process at the level of higher education are scarce. The present article analyses how the students' transition into STEM higher education and their construction of a disciplinary identity is affected by the design of the curriculum. Twenty students entering a STEM higher education programme were followed through consecutive narrative interviews from the end of upper-secondary school and 1-3 times during first year at higher education. The data was analysed using a framework based on Bernstein's concepts of classification and framing. Most students experienced strongly classified and strongly framed higher education programmes where the modules were isolated from each other, and the sequencing and pace made it difficult to experience the courses as meaningful. This impeded the students' construction of a disciplinary identity. There are indications that weaker classification and framing offer the students a transition into first year where the students experienced the programmes as more meaningful.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A