Towards a Broader Mind for Students?:Emergent Transformative Learning From a University-Based Course in the Netherlands
To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers undergraduates the chance to learn about issues that transcend the confines of their own discipline through the cross-disciplinary Broader Mind Course (BMC). This study investigates to what extent this 40-hour course may elicit transformative learning (TL) that can significantly trigger changes in students’ awareness, perspectives, and behaviour. We gathered and analysed qualitative data (n = 41) to determine: 1) whether indications of em... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2024 |
Reihe/Periodikum: | Demeijer , F 2024 , ' Towards a Broader Mind for Students? Emergent Transformative Learning From a University-Based Course in the Netherlands ' , Journal of Transformative Education , pp. 1 . https://doi.org/10.1177/15413446241234251 |
Schlagwörter: | Transformative learning / Higher education / Third mission / Complex societal problems / Course design |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-27228668 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://research.vu.nl/en/publications/27637f9f-3c79-47f0-97a1-9502bb13c372 |
To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers undergraduates the chance to learn about issues that transcend the confines of their own discipline through the cross-disciplinary Broader Mind Course (BMC). This study investigates to what extent this 40-hour course may elicit transformative learning (TL) that can significantly trigger changes in students’ awareness, perspectives, and behaviour. We gathered and analysed qualitative data (n = 41) to determine: 1) whether indications of emergent TL outcomes as proposed by Hoggan were visible in students’ accounts and 2) what structural and interpersonal elements either facilitated or impeded this learning process. Our findings show that activating, creative exercises, productive conflict in group discussions, psychological security, and sufficient time – which is particularly challenging for HEIs – are crucial elements for TL. Therefore, when designing for TL, higher education institutes (HEIs) should carefully consider these four aspects.