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Patterns of participation, modes of exclusion : undergraduate students’ experience of community at a research-intensive university Hawkey, Colleen
Abstract
The purpose of this study was to come to an understanding of the meaning and experience of community for undergraduate students at a research-intensive university. It was assumed that exploring community bounded by disciplinary affiliation would be a valuable approach to understanding this phenomenon within the context of the researchintensive university. In-depth interviews were conducted with 23 third year Psychology students pursuing either a Bachelor of Arts or a Bachelor of Science degree, and a survey designed to explore key aspects of interviewees' experiences was administered to a larger cohort of such students. Students' experiences were examined through the lens of constitutive and individualistic community frameworks, and ideal and actual experiences were compared. The results of this study show that a focus on disciplinary affiliation was a useful approach to understanding the meaning of community. Results document the significant influences of disciplinary affiliation on community membership and belonging. This exploration revealed that issues of community membership, involvement, and belonging were longitudinal processes that entailed complex patterns of participation and modes of exclusion that were influenced by students' aspirations and obligations as well as structural characteristics of the Psychology department and of the research-intensive university.
Item Metadata
Title |
Patterns of participation, modes of exclusion : undergraduate students’ experience of community at a research-intensive university
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2000
|
Description |
The purpose of this study was to come to an understanding of the meaning and
experience of community for undergraduate students at a research-intensive university.
It was assumed that exploring community bounded by disciplinary affiliation would be a
valuable approach to understanding this phenomenon within the context of the researchintensive
university. In-depth interviews were conducted with 23 third year Psychology
students pursuing either a Bachelor of Arts or a Bachelor of Science degree, and a
survey designed to explore key aspects of interviewees' experiences was administered
to a larger cohort of such students. Students' experiences were examined through the
lens of constitutive and individualistic community frameworks, and ideal and actual
experiences were compared. The results of this study show that a focus on disciplinary
affiliation was a useful approach to understanding the meaning of community. Results
document the significant influences of disciplinary affiliation on community
membership and belonging. This exploration revealed that issues of community
membership, involvement, and belonging were longitudinal processes that entailed
complex patterns of participation and modes of exclusion that were influenced by
students' aspirations and obligations as well as structural characteristics of the
Psychology department and of the research-intensive university.
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Extent |
13622677 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-07-23
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0055556
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2000-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.