NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1148682
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2167-4779
EISSN: N/A
Graduates' Orientations to Higher Education and Their Retrospective Experiences of Teaching and Learning
Spronken-Smith, Rachel; Buissink-Smith, Nell; Bond, Carol; Grigg, Gabrielle
Teaching & Learning Inquiry, v3 n2 p55-70 2015
In this article, we sought a relation between orientation to higher education and curricular experiences, and elucidated the nature of transformative curricular experiences. Twenty-four graduates from humanities and science degrees in the year 2000 were interviewed approximately five years later to obtain their retrospective views on the purpose of higher education, as well as their undergraduate experiences of teaching and learning. Drawing on phenomenographic principles, four orientations to higher education were generated. Four participant cases are analyzed, representing each orientation to higher education. In the "gaining a qualification" orientation, graduates valued being told what to learn, as well as learning practical skills. For the "preparation for a job" orientation, graduates wanted lecturers who were good at conveying information, but they also valued project work, having some autonomy over learning and practical applications. In the "developing skills and learning how to think" orientation, graduates valued being challenged and learning in groups, but also wanted to learn professional skills. In the "growing as an individual" orientation, graduates valued being challenged, gaining different perspectives, developing critical thinking, learning about theory, interacting with lecturers, research, and study for its own sake. Some curricular experiences transformed thinking about the purpose of higher education, including learning through discussion in small groups, authentic learning tasks including inquiry-based assignments, exercises in developing critical thinking, opportunities to interact with teachers, opportunities to develop practical skills, experiencing different cultures and personal growth through lifestyle and social experiences. Our research has implications for advising students, as well as for teachers aiming to encourage a deep approach to learning.
University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A