Cuestionario para la identificación y el diagnóstico del estado actual en que se

and Identities

The multiple roles and associated identities of work-based learners, including those based within the workplace, is a key area of focus for this study impacting on all three research questions. For work-based learners conflict can occur when entering higher education between an already established and valued identity based upon their work role and establishing a new identity as a learner and/or student.

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Martin et al found that the worker identity was likely to withstand the competition of a student identity and therefore liable to result in further isolation from their peer group (2014). Askham similarly argued that for mature work-based learners conflict can occur between their existing work- based identity and the formation of a new ‘student’ identity due to occupying two spheres (2008). The role of student can impact on this with Moss and Pittaway (2013) finding in their study that this was particularly the case for online students who did not appear to be constructing a typical student identity but continued to maintain their previous work related identity (section 2.4.2). A further challenge in terms of identity for work-based

learners is that a ‘state of learning’ could signal to colleagues a deficiency of knowledge (Askam, 2008). Entering into higher education can therefore mean leaving a place where you feel comfortable and where you have

established a credible identity, to one that is threatening (Martin et al, 2012). Martin et al (2012) argue that becoming a student requires someone to undergo a transition ‘to leave the comfort and safety of what they know in order to enter an environment which emphasises that they do not yet know enough’ (2012:202).

Tensions and conflict between occupational and educational roles and their corresponding identities can occur when work-based learners are exposed to new ways of thinking about their practice. Bamber and Tett found, in their study of non-traditional learners in Scotland, that professional education can challenge existing beliefs requiring a re-evaluation of work practices (2012). This can lead to a separation rather than integration of ‘worker’ and ‘student’ identities in order to protect the identity of a worker. McSweeney argues

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that integration of identities is aided by the use of reflection and the use of practice related materials enabling work-based learners to establish links between theory and practice (2012).

The relationship between theory and practice is a long established debate within social work. Social workers can feel vulnerable about their claims to knowledge with credentials providing validation of knowledge and

legitimising claims to professional identity (Beddoe, 2011). Beddoe’s study of health social workers in New Zealand (2011) found that in multi-

disciplinary settings this enables social workers to lay ‘claim to a distinctive space’ (Beddoe, 2011:33) and symbolic capital which contributes to

professional recognition and identity. Watts and Waraker (2008) similarly found in their study of a work-based learning programme for nurses in England that a ‘qualifications premium’ exists ‘privileging the qualified voice’ (2008:106). However, for unqualified workers this emphasis on knowledge claims can undermine their experiential understanding of the practice context and polarises the workforce. For work-based learners Watts and Waraker suggest that this emphasises a ‘juxtaposition of two rival versions of competence’ (2008:108), with ‘operational competence’ based on the workplace versus ‘academic competence’ based on knowledge. Bridging these positions is an area of interest for both students and the providers of social work education.

Professional programmes are not only about imparting a body of discipline specific knowledge and a licence to enter a profession but also about its participants acquiring a sense of belonging to a profession, a ‘professional

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identity’ (Solomon, 2005). Bogo et al argue that a commitment to ‘a common core of agreed-on beliefs, values and interests’ (1993:279) constitutes a professional identity which for social workers includes the traditional values of social justice, empowerment and tackling social

disadvantage (HCPC, 2012). Osteen (2013) found that students on social work programmes were drawn to the profession due to a perceived

congruence between the values of the social work profession and their own values. In his study, students felt that the continued focus on values and beliefs was significant in terms of personal and professional development (2013). Day et al suggests that this congruence between the ‘professional self’ and ‘personal self’ is important in confirming a sense of belonging to a profession and an integrated professional identity (2006). Laying claim to a professional identity however, involves a further transition. Osteen’s study found that it was only on completion of their degree that students felt able to assume their professional identity (2013). At this point, Osteen (2013) argues, they moved from peripheral participation to full participation of the community of practice (Lave and Wenger, 1991) (section 2.3.3).

The structural symbolic interactionist approach proposes that identities are relational and contextual. The impact of others within the workplace on student identities is therefore an important area of consideration. Watts and Waraker found that for work-based learners their student identity was often not recognised by colleagues (2008). This resulted in students being despondent about the lack of recognition afforded their additional role and feeling like being a student was confined to their study days (ibid). Lack of recognition can result in a failure by employers to accommodate the

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additional student workload resulting in unreasonable expectations of workloads (Crisp and Maidment, 2009). Consequently, the student identity of work-based learners may only be allowed to emerge within study

orientated contexts although this time is also often compromised. Watts and Waraker go on to argue that failing to reinforce the student status compromises student identity and when student identity fails to transcend other contexts, learning opportunities become limited (2008).

The support of employers is therefore seen as key to work-based learners accommodating a student identity. However, the way in which support is manifested is critical. Sobiechowska and Maisch (2007) found, in their study of work-based post qualifying curriculum for social workers, that despite having generally supportive employers there was a recognised work-based culture amongst the social workers that assumed the prioritisation of workload responsibilities. This resulted in an inability to make use of their study time and engage in their studies. Sobiechowska and Maisch (2007) also found that formalised learning from practice was highly valued as it built upon areas of understanding that learners were familiar with and not classed as new knowledge. Whilst building on existing understanding is a recognised pedagogical strategy, data from this study would suggested that new learning was also an important aspect in strengthening student identity.

The vulnerability of work-based learners has also been identified in the literature (Boud and Solomon, 2001; Watts and Waraker, 2008; Crisp and Maidment, 2009; Chapman, 2012-13). Work-based learners often perceive

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their student identity within their work place to be on public view with sponsored students reporting feeling an increased pressure to succeed (Watts and Waraker, 2008). The progression, and potential failure for students, was therefore more exposed, increasing the risks to work-based identities (Boud and Solomon, 2001; Watts and Waraker, 2008; Crisp and Maidment, 2009; Chapman, 2012-13).

Beyond the issues arising in the workplace, the model of adult participation in education developed by Gorard and Rees (2002) identifies social

determinants impacting upon participation including family background, gender, age, time and place. They suggest that employment factors are secondary determinants and recognise the importance for work-based learners of understanding both the learner and their context rather than disengaging the two. This leads to a discussion of the impact of family on the identities of work-based learners.