ABSTRACT

This article draws on the concept of structural lag to expand the notion of transitions in higher education contexts beyond linear and age-differentiated. Research reported here responds to scholars who are taking theories of transition into conceptually new landscapes. Using a rhizomic data analysis of a doctoral research project, the idea of assemblage is reconsidered as dis-assemblage for its value in conceptualizing transition. This article demonstrates benefits for theorizing transitions as non-linear, ongoing, dynamic, fluid, and continuous to better understand the reciprocal interplay among contextual influences on students’ lived experiences. A proposition is given for higher educators to transform outdated structural lag-based practices and consider benefits of expanding theory and practice of transition towards transition as being-becoming.

摘要

本文借鉴结构滞后的概念，将高等教育环境中的过渡概念扩展到线性和年龄差异之外。这里报告的研究回应了将过渡理论带入概念新领域的学者。使用博士研究项目的根茎数据分析，组合的想法被重新考虑为解组合，因为它在概念化过渡方面的价值。本文展示了将过渡理论化为非线性、持续、动态、流动和连续的好处，以更好地理解语境对学生生活经历的影响之间的相互影响。