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dc.contributor.authorPownall, Ian*
dc.contributor.authorKennedy, Victoria*
dc.contributor.authorAcquaye, David*
dc.date.accessioned2019-04-11T09:45:28Z
dc.date.available2019-04-11T09:45:28Z
dc.date.issued2019-03-30
dc.identifier.citationPownall, I.E., Kennedy, V. and Acquaye, D. (2019). Do new first year students seek optimal distinctiveness in a new learning environment? The International Journal of Management Education (IJME), 17(2), pp.254-266
dc.identifier.issn1472-8117
dc.identifier.doi10.1016/j.ijme.2019.03.006
dc.identifier.urihttp://hdl.handle.net/10034/622114
dc.description.abstractThe learning experience of the first year student joining Higher Education Institutions (HEI) can be examined from a number of perspectives and we focus upon the development of identity within that new learning environment. A conceptual framework is presented to argue that the tension between distinctiveness and social identification of the learner with the environment, contributes to how the learner engages in that environment through their processing style. A supporting empirical analysis explores this argument for a small sample of new first year students in two UK HEIs studying business modules. We determine that students exhibit cognitive dissonance through exercising a dominant processing style that is not primarily seeking to identify with that learning environment whilst also recognising the benefits of a more engaged processing style aligned with greater identification with their peer group. We propose therefore there is a need for the development of social identification capacity within new students.
dc.language.isoenen
dc.publisherElsevier
dc.relation.urlhttps://www.sciencedirect.com/science/article/pii/S1472811718303057?via%3Dihub
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectInformation processing style
dc.subjectOptimal distinctiveness theory
dc.subjectStudent learner identity
dc.titleDo new first year students seek optimal distinctiveness in a new learning environment?
dc.typeArticle
dc.contributor.departmentUniversity of Chester; Liverpool Hope Universityen
dc.identifier.journalThe International Journal of Management Educationen
dc.date.accepted2019-03-25
or.grant.openaccessYesen
rioxxterms.funderunfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.startdate2021-03-30


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