Imagining oneself: Narrative evaluations of the professional identities of learners in a transnational higher-educational setting

Haines, K., 2015, In : Learning & Teaching. 8, 1, p. 30-49 20 p.

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  • Imagining oneself Narrative evaluations of the professional identities of learners

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This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both in relation to previous learning and in relation to their possible or imagined future professional identities. Through this process, these students demonstrate how learning may take place through participation outside or alongside the formal curriculum, in the informal and the hidden curriculum (Leask and Bridge 2013). These narrative evaluations represent a reflective resource for the learners and their peers. They may also provide other stakeholders in transnational higher educational settings, including teachers, programme coordinators, educational managers and policy-makers, with an understanding of the experiences of mobile students in the informal curriculum.
Original languageEnglish
Pages (from-to)30-49
Number of pages20
JournalLearning & Teaching
Issue number1
Publication statusPublished - 2015


  • narrative, elective period, imagined futures, informal curriculum, hidden curriculum
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    Haines, K., van den Hende, F. & Bos, N., 2015, Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health. Green, W. & Whitsed, C. (eds.). Rotterdam: Sense Publishers, Vol. 32. p. 159 174 p. (Global Perspectives on Higher Education).

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