By the same authors

From the same journal

From the same journal

“It’s about not achieving the outcomes that you necessarily expected”: Non-formal learning in higher education

Research output: Contribution to journal › Article

Standard

“It’s about not achieving the outcomes that you necessarily expected” : Non-formal learning in higher education. / Brown, Eleanor Joanne; Dunlop, Lynda; Scally, Jayme.

In: Teaching in Higher Education, 09.11.2018.

Research output: Contribution to journal › Article

Harvard

Brown, EJ, Dunlop, L & Scally, J 2018, '“It’s about not achieving the outcomes that you necessarily expected”: Non-formal learning in higher education', Teaching in Higher Education. https://doi.org/10.1080/13562517.2018.1541880

APA

Brown, E. J., Dunlop, L., & Scally, J. (2018). “It’s about not achieving the outcomes that you necessarily expected”: Non-formal learning in higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2018.1541880

Vancouver

Brown EJ, Dunlop L, Scally J. “It’s about not achieving the outcomes that you necessarily expected”: Non-formal learning in higher education. Teaching in Higher Education. 2018 Nov 9. https://doi.org/10.1080/13562517.2018.1541880

Author

Brown, Eleanor Joanne ; Dunlop, Lynda ; Scally, Jayme. / “It’s about not achieving the outcomes that you necessarily expected” : Non-formal learning in higher education. In: Teaching in Higher Education. 2018.

Bibtex - Download

@article{dec4ea3f178b4222acc890451aa37d2a,
title = "“It’s about not achieving the outcomes that you necessarily expected”: Non-formal learning in higher education",
abstract = "This study explores students’ experiences of a non-formal living-learning community in a UK higher education institution. The participants were students from different countries and academic disciplines who came together with a shared interest in international development and human rights. The experiences of students were investigated using the capability approach (Sen 1999; Walker 2012) as a framework for understanding students’ personal development through their participation in the community. This approach focuses on the ability of the student participants to lead lives they have reason to value, and allows us to consider development beyond employability. The research included participant observations and interviews. We found there were four key features of the learning community that were important in fostering the outcomes they identified as valuable. We argue that it is beneficial to open such spaces in higher education, as they provide opportunities for student-led skills development and engagement with social justice issues.",
keywords = "Non-formal learning; capability approach; valued outcomes; learning community; social justice education",
author = "Brown, {Eleanor Joanne} and Lynda Dunlop and Jayme Scally",
note = "{\circledC} 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.",
year = "2018",
month = "11",
day = "9",
doi = "10.1080/13562517.2018.1541880",
language = "English",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - “It’s about not achieving the outcomes that you necessarily expected”

T2 - Teaching in Higher Education

AU - Brown, Eleanor Joanne

AU - Dunlop, Lynda

AU - Scally, Jayme

N1 - © 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

PY - 2018/11/9

Y1 - 2018/11/9

N2 - This study explores students’ experiences of a non-formal living-learning community in a UK higher education institution. The participants were students from different countries and academic disciplines who came together with a shared interest in international development and human rights. The experiences of students were investigated using the capability approach (Sen 1999; Walker 2012) as a framework for understanding students’ personal development through their participation in the community. This approach focuses on the ability of the student participants to lead lives they have reason to value, and allows us to consider development beyond employability. The research included participant observations and interviews. We found there were four key features of the learning community that were important in fostering the outcomes they identified as valuable. We argue that it is beneficial to open such spaces in higher education, as they provide opportunities for student-led skills development and engagement with social justice issues.

AB - This study explores students’ experiences of a non-formal living-learning community in a UK higher education institution. The participants were students from different countries and academic disciplines who came together with a shared interest in international development and human rights. The experiences of students were investigated using the capability approach (Sen 1999; Walker 2012) as a framework for understanding students’ personal development through their participation in the community. This approach focuses on the ability of the student participants to lead lives they have reason to value, and allows us to consider development beyond employability. The research included participant observations and interviews. We found there were four key features of the learning community that were important in fostering the outcomes they identified as valuable. We argue that it is beneficial to open such spaces in higher education, as they provide opportunities for student-led skills development and engagement with social justice issues.

KW - Non-formal learning; capability approach; valued outcomes; learning community; social justice education

UR - https://doi.org/10.1080/13562517.2018.1541880

U2 - 10.1080/13562517.2018.1541880

DO - 10.1080/13562517.2018.1541880

M3 - Article

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

ER -

York staff: edit these data