Hi Nick
yes, I saw this. I was interested to see that the term 'identity' was (at last?) being adopted within LDHE work. Of course, Tajfel's approach is only one of many within a wide range of social science approaches using some conceptualisation of identity. I found it more fruitful to work within the more sociologically-oriented approach, derived mainly from the symbolic interactionist tradition. In developing the 'emergent identity' approach to consider how students move through HE onto their post-graduation lives, I drew mainly on such work, particularly Rom Harre's work on identity projects, based on Goffman's work. A case of neither social idnetity nor personal identity, but the inter-relationship between these, expressed in the form of claims/ disavowals by self and ascriptions by significant others, and the negotiated outcome from these (always essentially fragile, of course).
I'm not involved in induction now, so probably wouldn't make sense to come up to the event - but best wishes with it.
Len
-------------------------
Dr Leonard Holmes
Reader in Management
University of Roehampton | London | SW15 5PJ
www.roehampton.ac.uk/staff/LeonardHolmes
Centre for Organizational Research
Tel: +44 (0) 20 8392 8151 |
Follow us on TWITTER | Find us on FACEBOOK
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________________________________________
From: Nick Bowskill [[log in to unmask]]
Sent: 28 June 2012 10:25
To: Leonard Holmes
Cc: [log in to unmask]
Subject: Re: activities for prospective students
Hi,
Leonard you raise important issues. We have used Social Identity
theory (Tajfel etc) from psychology for our work. We have developed it
from empirical work in diverse settings which included science, social
science & arts in different universities. There's even a workshop
where you can come and discuss/experience the design, theory and
practice in York on July 19th (details attached).
Best wishes,
Nick
On 28 June 2012 10:12, Leonard Holmes <[log in to unmask]> wrote:
> Interesting discussion. Two questions:
> - what evidence is there of the effectiveness of these activities (and, of course, what would 'effectiveness' mean)?
> - why would we expect such activities to work, ie what is the underlying theoretical understanding on which they are based?
>
> Thee is the old joke that an academic is someone who sees something working in practice, and wonders if it will work in theory. But there is an important point in that - unless we understand why something works in a particular context, we cannot be confident that it will work in another, or at another time - and we cannot work out how to amend it when it fails to work as desired.
> As I've repeatdely argued, LDHE sorely needs robust theoretical underpinninggoing beyond vague and problematic notions of learning and skills located within the individual.
>
> Len
> -------------------------
>
> Dr Leonard Holmes
> Reader in Management
> University of Roehampton | London | SW15 5PJ
> www.roehampton.ac.uk/staff/LeonardHolmes
> Centre for Organizational Research
>
> Tel: +44 (0) 20 8392 8151 |
>
> Follow us on TWITTER | Find us on FACEBOOK
> Watch us on YOUTUBE| Check in on FOURSQUARE
>
>
> ________________________________________
> From: learning development in higher education network [[log in to unmask]] On Behalf Of Emily Danvers [[log in to unmask]]
> Sent: 27 June 2012 15:39
> To: [log in to unmask]
> Subject: Re: activities for prospective students
>
> Hi Helen,
>
> We have 'a day in the life of an academic' stories on our new students website http://www.brunel.ac.uk/services/headstart/understanding-university/a-day-in-the-life-of-an-academic. You could get students to explore the differences between teaching and learning in HE and elsewhere using these (or adapted versions).
>
> Hope that helps!
>
> Emily
>
> Emily Danvers
> Academic Skills (ASK) Manager
> ASK Academic Skills
> The Library
> Brunel University, Uxbridge, Middlesex UB8 3PH
> 01895 266147
> www.brunel.ac.uk/library/ask
> New student? Get a Headstart on studying at university www.brunel.ac.uk/headstart
>
>
> -----Original Message-----
> From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Kim Shahabudin
> Sent: 27 June 2012 14:28
> To: [log in to unmask]
> Subject: Re: activities for prospective students
>
> Hi Helen,
>
> There are lots of activities embedded in this set of webpages which are expressly designed to make explicit the development from school to uni study: http://www.reading.ac.uk/internal/studyadvice/NewtoUniversity/sta-newtouniversity.aspx.
>
> Hope that's helpful,
>
> Kim
>
> ________________________________
> Dr Kim Shahabudin, FHEA, Study Adviser, Study Advice & Maths Support
> 1st floor The Library, Whiteknights, University of Reading, RG6 6AE
> * 0118 378 4645 * www.reading.ac.uk/studyadvice twitter: @unirdg_study
> Please note that I now work part-time and am not usually on campus on Mondays and Tuesdays
>
> ________________________________________
> From: learning development in higher education network [[log in to unmask]] on behalf of Helen Capstick [[log in to unmask]]
> Sent: 27 June 2012 13:23
> To: [log in to unmask]
> Subject: activities for prospective students
>
> Would appreciate any ideas for activities for prospective students to university regarding 'study skills' if anyone has a minute.
> There will be @25-30 in the group who are all sixth formers on a summer school 2 day event here. Would like to make the two 1 hour sessions interactive if possible.
> Many thanks
> Helen Capstick
>
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--------------------------------------
Nicholas Bowskill,
Faculty of Education,
University of Glasgow
Shared Thinking - a Collectivist Pedagogy
Web Site: http://www.sharedthinking.info
Consider the environment. Please don't print this e-mail unless you really need to.
This email and any attachments are confidential and intended solely for the addressee and may also be privileged or exempt from disclosure under applicable law. If you are not the addressee, or have received this e-mail in error, please notify the sender immediately, delete it from your system and do not copy, disclose or otherwise act upon any part of this email or its attachments.
Internet communications are not guaranteed to be secure or virus-free. University of Roehampton does not accept responsibility for any loss arising from unauthorised access to, or interference with, any Internet communications by any third party, or from the transmission of any viruses.
Any opinion or other information in this e-mail or its attachments that does not relate to the business of University of Roehampton is personal to the sender and is not given or endorsed by University of Roehampton.
University of Roehampton is the trading name of Roehampton University, a company limited by guarantee incorporated in England under number 5161359. Registered Office: Grove House, Roehampton Lane, London SW15 5PJ. An exempt charity.
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