Associate ProfessorDarci Taylor

Darci's PhD explored barriers and enablers to student becoming in higher education from a social realist perspective to elevate student voices of becoming and provide insights into what a more ontologically mined university may look like. The research utilised an interpretivist, multi-case study approach across two studies, with the second study occurring longitudinally. Semi-structured interviews and longitudinal audio diaries were employed as data collection techniques as students undertook their placements in healthcare settings. Social Realism was used as a conceptual frame to better understand the process of becoming of the lived experience of students and identify barriers and enablers to becoming. Data is presented as morphogenetic portraits and narrative configurations.

Findings suggested that narratives of becoming are embodied and emotive and that students view becoming as fluid, ongoing and relational: becoming happens with, and is influenced by, significant others. In addition, for students, becoming is about seeking a social role within society that reflects their personal identity. Further, the findings suggest that there exists a “will to become” someone meaningful, with meaning derived in relation to others, that drives students to act agentically and persist in their degree.

This thesis makes an important contribution to the literature on becoming by deepening our understanding of how students navigate the contemporary higher education context to become. The findings of this study hint that a university for becoming would have relationality at its heart, where relationships between people and the relationship between the student and disciplinary practice are central. The ideas put forth in the thesis lay the foundations for further research and dialogue with students so that together we can imagine what the university of the future may become.

Darci has also published extensively on the impact of teaching and learning transformation on staff and students.