Learning to learn in higher education: developing a modus vivendi
dc.contributor.author | Dismore, Harriet | |
dc.date.accessioned | 2016-10-17T10:25:37Z | |
dc.date.accessioned | 2016-10-17T10:26:20Z | |
dc.date.accessioned | 2016-10-17T10:27:32Z | |
dc.date.available | 2016-10-17T10:25:37Z | |
dc.date.available | 2016-10-17T10:26:20Z | |
dc.date.available | 2016-10-17T10:27:32Z | |
dc.date.issued | 2016-05-03 | |
dc.identifier.issn | 0260-1370 | |
dc.identifier.issn | 1464-519X | |
dc.identifier.uri | http://hdl.handle.net/10026.1/6534 | |
dc.description | peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=tled20 | |
dc.description.abstract |
This paper examines the ways in which learning in higher education can influence a person’s modus vivendi or way of life. The cases of three individuals following transition to higher education from an apprenticeship in England are presented. Data from individual interviews were analysed according to approaches to reflexivity. In all three cases, the findings show changes to practice in various areas of life and work, which in turn prompted them to revisit their initial concerns. The modus vivendi was influenced by different approaches to reflexivity in addition to new concerns or tensions that arose. Also permeating lived experiences were the role of networks (both personal and at work) and the enjoyment of higher level learning that could act as pivotal enablements or constraints. | |
dc.format.extent | 254-269 | |
dc.language | en | |
dc.language.iso | en | |
dc.publisher | Informa UK Limited | |
dc.relation.replaces | http://hdl.handle.net/10026.1/6532 | |
dc.relation.replaces | 10026.1/6532 | |
dc.relation.replaces | http://hdl.handle.net/10026.1/6533 | |
dc.relation.replaces | 10026.1/6533 | |
dc.subject | 4 Quality Education | |
dc.title | Learning to learn in higher education: developing a modus vivendi | |
dc.type | journal-article | |
dc.type | Journal Article | |
plymouth.issue | 3 | |
plymouth.volume | 35 | |
plymouth.publication-status | Published | |
plymouth.journal | International Journal of Lifelong Education | |
dc.identifier.doi | 10.1080/02601370.2016.1165746 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA23 Education | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dcterms.dateAccepted | 2016-03-10 | |
dc.rights.embargodate | 2017-10-22 | |
dc.identifier.eissn | 1464-519X | |
dc.rights.embargoperiod | 18 months | |
rioxxterms.versionofrecord | 10.1080/02601370.2016.1165746 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/under-embargo-all-rights-reserved | |
rioxxterms.licenseref.startdate | 2016-05-03 | |
rioxxterms.type | Journal Article/Review |