What an interruption in study can reveal about learner motivation and resilience

3.00
Hdl Handle:
http://hdl.handle.net/10547/584231
Title:
What an interruption in study can reveal about learner motivation and resilience
Authors:
Kilmister, Hugh
Abstract:
As a professional working on strategies to help improve the retention of undergraduate students, the continued drop-out of some first degree entrants recorded by the Higher Education Statistics Agency can sometimes be regarded as the inevitable consequence of a burgeoning sector. While much research has been undertaken on why these students decided to withdraw from their programme of study, what seems less well understood are those undergraduates who interrupt their studies but then decide to return. This article considers the learner motivation and resilience of three mature undergraduate students who interrupted but then returned to complete their studies. What comes through clearly in their narratives is a strong, reflexive subjectivity with their learner dispositions heavily shaped both by a strong sense of determined individualisation and the crucial influence of others in supporting their motivation and resilience in keeping going. In conclusion, it is suggested that if interruption is not always viewed institutionally as withdrawal, this might enable universities to communicate with and encourage students to return to study.
Citation:
Kilmister, H. (2015) 'What an interruption in study can reveal about learner motivation and resilience'. Journal of pedagogic development, 5 (3).
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
2015
URI:
http://hdl.handle.net/10547/584231
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/231
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorKilmister, Hughen
dc.date.accessioned2015-12-21T11:06:33Zen
dc.date.available2015-12-21T11:06:33Zen
dc.date.issued2015en
dc.identifier.citationKilmister, H. (2015) 'What an interruption in study can reveal about learner motivation and resilience'. Journal of pedagogic development, 5 (3).en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/584231en
dc.description.abstractAs a professional working on strategies to help improve the retention of undergraduate students, the continued drop-out of some first degree entrants recorded by the Higher Education Statistics Agency can sometimes be regarded as the inevitable consequence of a burgeoning sector. While much research has been undertaken on why these students decided to withdraw from their programme of study, what seems less well understood are those undergraduates who interrupt their studies but then decide to return. This article considers the learner motivation and resilience of three mature undergraduate students who interrupted but then returned to complete their studies. What comes through clearly in their narratives is a strong, reflexive subjectivity with their learner dispositions heavily shaped both by a strong sense of determined individualisation and the crucial influence of others in supporting their motivation and resilience in keeping going. In conclusion, it is suggested that if interruption is not always viewed institutionally as withdrawal, this might enable universities to communicate with and encourage students to return to study.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/231en
dc.subjecthigher educationen
dc.subjectlearner motivationen
dc.subjectlearner resilienceen
dc.subjectbiographical narrativeen
dc.subjectX300 Academic studies in Educationen
dc.titleWhat an interruption in study can reveal about learner motivation and resilienceen
dc.typeArticleen
dc.identifier.journalJournal of pedagogic developmenten
This item is licensed under a Creative Commons License
Creative Commons
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.