Skip to main content
SpringerLink
Log in

Figured Worlds and Identity Development in Academic Accounting

  • Chapter
Open Spaces for Interactions and Learning Diversities

  • 401 Accesses

Abstract

This chapter explores the figured worlds and identity development of accounting postgraduates, studying in a university business school. Marshall and Case (2010) argue that study in higher education involves taking on a ‘new identity in the world’.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Boaler, J., & Greeno, J. G. (2000), Identity, agency, and knowing in mathematics worlds. Multiple Perspectives on Mathematics Teaching and Learning, 171–200.

    Google Scholar 

  • Coetzee S. A., & Schmulian, A. (2012). A critical analysis of the pedagogical approach employed in an introductory course to IFRS. Issues in Accounting Education, 27(1), 83–100.

    Article  Google Scholar 

  • Dreier, O. (2003), Learning in personal trajectories of participation. Theoretical psychology: Critical contributions, 20–29.

    Google Scholar 

  • Garcia, L., & Jenkins, E. (2002). An exploration of student failure on an undergraduate accounting programme of study. Accounting Education: An International Journal, 11(1), 93–107.

    Article  Google Scholar 

  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of research in education, 99–125.

    Google Scholar 

  • Haggis, T. (2009). What have we been thinking of? A critical overview of 40 years of student learning in higher education. Studies in Higher Education, 34(4), 377–390.

    Article  Google Scholar 

  • Hatt, B. (2007). Street smarts vs. book smarts: The figured world of smartness in the lives of marginalized, urban youth. The Urban Review, 39(2), 145–166.

    Article  Google Scholar 

  • Holland, D., Lachiotte, W. Jr., Skinner, D., & Cain, C. (1998) Identity and agency in cultural worlds. Cambridge: Harvard University Press.

    Google Scholar 

  • Jackling, B. (2005). Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting. Accounting Education: An International Journal, 14(3), 271–291.

    Article  Google Scholar 

  • Ligorio, M. B., Loperfido, F. F., & Sansone, N. (2013). Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course. International Journal of Computer-Supported Collaborative Learning, 8(3), 351–367.

    Article  Google Scholar 

  • Lucas, U., & Mladenovic, R. (2009). The identification of variation in students’ understandings of disciplinary concepts: The application of the SOLO taxonomy within introductory accounting. Higher Education, 58, 257–283.

    Article  Google Scholar 

  • Luttrell, W., & Parker, C. (2001). High school students’ literacy practices and identities, and the figured world of school. Journal of Research in Reading, 24(3), 235–247.

    Article  Google Scholar 

  • Marshall, D., & Case, J. (2010). Rethinking ‘disadvantage’ in higher education: A paradigmatic case study using narrative analysis. Studies in Higher Education, 35(5), 491–504.

    Article  Google Scholar 

  • Mladenovic, R. (2000). An investigation into ways of challenging introductory accounting students’ negative perceptions in accounting. Accounting Education: An International Journal, 9(2), 135–155.

    Article  Google Scholar 

  • Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytical tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–223.

    Article  Google Scholar 

  • Umapathy, S. (1984). Algorithm-based accounting education: Opportunities and risks. Issues in Accounting Education, 136–143.

    Google Scholar 

  • Urrieta Jr, L. (2007). Identity production in figured worlds: How some Mexican Americans become Chicana/o activist educators, The Urban Review, 39(2), 117–144.

    Article  Google Scholar 

  • Vagan, A. (2011). Towards a sociocultural perspective on identity formation in education, Mind, Culture and Activity, 18(1), 43–57.

    Article  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Yin, R. K. (2003). Case study research: Design and methods. London: Sage Publications Ltd.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Open University Business School, The Open University (UK), UK

    Jane Hughes

Authors
  1. Jane Hughes
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Padova, Italy

    Alessio Surian

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Hughes, J. (2016). Figured Worlds and Identity Development in Academic Accounting. In: Surian, A. (eds) Open Spaces for Interactions and Learning Diversities. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-340-7_13

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-340-7_13

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-340-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation