Article Green Open Access 2016

Learning to learn in higher education: developing a modus vivendi

DH
Dismore, Harriet
International Journal of Lifelong Education
Journal · Vol. 35 · Issue 3 · pp. 254-269
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. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

Higher education Transition Learning reflexivity

Index Keywords

Author Affiliations
University of Southampton, Southampton, Hampshire, United Kingdom
Funding & Acknowledgements
No funding information
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