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How do students’ accounts of sociology change over the course of their undergraduate degrees?

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How do students’ accounts of sociology change over the course of their undergraduate degrees? / Ashwin, Paul; Abbas, Andrea; McLean, Monica.

In: Higher Education, Vol. 67, No. 2, 02.2014, p. 219-234.

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Ashwin, Paul ; Abbas, Andrea ; McLean, Monica. / How do students’ accounts of sociology change over the course of their undergraduate degrees?. In: Higher Education. 2014 ; Vol. 67, No. 2. pp. 219-234.

Bibtex

@article{95ed2696b4b145749b9e95e25ef789d7,
title = "How do students{\textquoteright} accounts of sociology change over the course of their undergraduate degrees?",
abstract = "In this article we examine how students{\textquoteright} accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology. These ranged from describing sociology as a form of personal development focused on developing the students{\textquoteright} opinion to describing sociology as a partial way of studying the relations between people and society. The majority of students expressed more inclusive accounts of sociology over the course of their degrees. However, some students{\textquoteright} accounts suggested they had become disengaged with sociology. We argue that the differences in the ways that students were disengaged were not captured by our phenomenographic categories. In conclusion, we argue that our analysis illustrates the crucial role that students{\textquoteright} relations to knowledge play in understanding the transformative nature of higher education",
keywords = "Conceptions, Knowledge, Phenomenography, Sociology, Students",
author = "Paul Ashwin and Andrea Abbas and Monica McLean",
note = "The original publication is available at www.link.springer.com",
year = "2014",
month = feb,
doi = "10.1007/s10734-013-9659-z",
language = "English",
volume = "67",
pages = "219--234",
journal = "Higher Education",
issn = "0018-1560",
publisher = "Springer Netherlands",
number = "2",

}

RIS

TY - JOUR

T1 - How do students’ accounts of sociology change over the course of their undergraduate degrees?

AU - Ashwin, Paul

AU - Abbas, Andrea

AU - McLean, Monica

N1 - The original publication is available at www.link.springer.com

PY - 2014/2

Y1 - 2014/2

N2 - In this article we examine how students’ accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology. These ranged from describing sociology as a form of personal development focused on developing the students’ opinion to describing sociology as a partial way of studying the relations between people and society. The majority of students expressed more inclusive accounts of sociology over the course of their degrees. However, some students’ accounts suggested they had become disengaged with sociology. We argue that the differences in the ways that students were disengaged were not captured by our phenomenographic categories. In conclusion, we argue that our analysis illustrates the crucial role that students’ relations to knowledge play in understanding the transformative nature of higher education

AB - In this article we examine how students’ accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology. These ranged from describing sociology as a form of personal development focused on developing the students’ opinion to describing sociology as a partial way of studying the relations between people and society. The majority of students expressed more inclusive accounts of sociology over the course of their degrees. However, some students’ accounts suggested they had become disengaged with sociology. We argue that the differences in the ways that students were disengaged were not captured by our phenomenographic categories. In conclusion, we argue that our analysis illustrates the crucial role that students’ relations to knowledge play in understanding the transformative nature of higher education

KW - Conceptions

KW - Knowledge

KW - Phenomenography

KW - Sociology

KW - Students

U2 - 10.1007/s10734-013-9659-z

DO - 10.1007/s10734-013-9659-z

M3 - Journal article

VL - 67

SP - 219

EP - 234

JO - Higher Education

JF - Higher Education

SN - 0018-1560

IS - 2

ER -