An Exploration of College Higher Education Academic Identity using The Bead Collage Technique

Milner, Alison (2025) An Exploration of College Higher Education Academic Identity using The Bead Collage Technique. Doctoral thesis, Plymouth Marjon University.

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Abstract

In all educational sectors, a performativity agenda impacts academic identity. This study explores the academic identity of college higher education (CHE) lecturers based at a South-West England Further Education (FE) college. Currently, 170 FE colleges in England offer undergraduate degrees registered with the Office for Students (OfS) (AOC, 2024). CHE lecturers are responsible for FE and Higher (HE)Education provision, often juggling the demands of both sectors to ensure quality teaching and learning for their students. This study recruited twenty-seven participants to conceptualise their academic identity using the bead collage technique during eighteen focus groups. The two-stage approach saw participants engage with the bead collage technique to create bead collages in the initial focus groups, later the participants revisited their bead collage photographs during the ‘chance to reflect’ focus group (between two to four weeks later). Three key themes emerged from the study that formed the basis of the conclusion and recommendations for future practice. These explored the first theme: CHE Role Expectations and Requirements, the second theme: Being a Professional College Higher Education Lecturer and the third theme: The Creative Benefits of the Bead Collage Technique. The study found CHE lecturer’s contribution to HE students’ teaching and learning requires greater recognition in the sector. Research and scholarly activity connected to pedagogy was acknowledged as promoting research-informed quality HE practices, whereas, often, any additional research beyond the scope of the job role was individually undertaken. The bead collage technique’s unique contribution to creatively engage participants functioned as a successful vehicle for facilitating open, unencumbered discussion. Participants found the opportunity to stop, pause, and consider CHE’s academic identity using the bead collage technique beneficial for reflective practice. The study identified that CHE lecturers consider themselves as pracademics, focusing on pedagogy and student achievements. Research was considered beneficial for pedagogical student focused development, with fewer engaging in research activities beyond the boundaries of CHE required scholarship. The study highlighted that CHE lecturers’ role in the sector should be acknowledged as a valuable contribution to the widening participation agenda for students in local communities to reach their full potential.

Item Type:	Thesis (Doctoral)
Depositing User:	Ms Raisa Burton
Date Deposited:	05 Aug 2025 10:58
Last Modified:	05 Aug 2025 10:58
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/18009

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