Habitus or Reflexivity? The decision-making processes and experiential outcomes of higher education students at Manchester Metropolitan University.

近几十年来，世界各地的大学继续努力应对该领域的巨大变化，包括市场化和以前没有接受高等教育（HE）的群体的参与率显着增加。学生群体变得更加多样化，反过来，高等教育机构正在制定新的政策和做法。理解学生为什么追求高等教育以及他们在学习期间做出的决定对于致力于引领下一代教育发展的机构和政府政策至关重要。教育社会学中常用的概念，如布迪厄的惯习概念（例如，Ball et al. 2002;雷伊et al. 2005），对该领域产生了重大影响。然而，随着社会变革的加剧，过去的经验和常规行动往往不足以指导我们现在和未来的选择。社会越来越去理性化，选择是不可避免的，当个人评估他们的选择和制定行动时，反身性是必不可少的。因此，我们需要一个框架概念化学生的反思，因为它使学生的决策，并告知我们如何选择当代大学生活的结构和文化背景下作出的理解。我的项目将通过开发学生选择的新指标来提供这一点，这些指标可以在学生旅程的任何阶段进行测量。大学可以通过实践来提高学生的成绩，使学生在整个教育过程中以及以后做出更有成效的选择。借鉴玛格丽特·阿彻的工作，这个项目将开发一个分析学生决策的原创框架，该框架将“映射”到人类自反性的基本理论。学生的决策是由学生的传记，在大学遇到的结构，以及他们主观定义的主要动机。这些影响是通过反身性介导的--个体通过反身性深思熟虑他们的选择，并“根据他们的客观社会环境确定行动方针”（Archer，2008：1）。阿彻建立了四种不同的反身性“模式”，可以通过公认的内部对话指标（ICONI）来衡量。这些模式并不是相互排斥的;然而，个人往往是一种特定模式的“主导”实践者。在他的背景下，我假设不同的“模式”有不同的影响，学生的决策过程，随后，学生的成果。

Universities around the world continue to grapple with dramatic changes in the sector over recent decades, including marketisation and significant increases in participation rates among groups that have not previously accessed higher education (HE). Student cohorts have become more diverse and, in turn, HE institutions are developing new policies and practices. Understanding why students pursue HE and the decisions they make during their study is critical for institutions committed to leading the development of the next generation of provision and for government policies.Concepts commonly used in the sociology of education, such as Bourdieu's notion of habitus (e.g. Ball et al. 2002; Reay et al. 2005), have significantly influenced the field. However, following the intensification of social change, past experiences and routine action are often insufficient in guiding our present and future choices. Society is increasingly de-routinised, choice is unavoidable, and reflexivity is indispensable as individuals evaluate their options and formulate actions. Hence, we need a framework conceptualising student reflexivity, because it enables student decision-making, and informs our understanding of how choices are made within the structural and cultural settings of contemporary university life. My project will provide this by developing new indicators of student choice that can be measured at any stage during the student journey. Universities can then improve student outcomes through practices that enable students to make more productive choices throughout their education and beyond.Drawing on the work of Margaret Archer, this project will develop an original framework for analysing student decision-making that 'maps' onto a basic theory of human reflexivity. Student decision-making is shaped by the student's biography, the structures encountered at university, and their subjectively defined primary motivations. These influences are mediated via reflexivity - the process by which individuals deliberate upon their options and "define courses of action in relation to their objective social circumstances" (Archer, 2008: 1). Archer established four distinct 'modes' of reflexivity, which can be measured via the well-established Internal Conversation Indicator (ICONI). The modes are not mutually exclusive; however, individuals tend to be 'dominant'practitioners of one particular mode. In the context of HE, I hypothesize that different 'modes' have different implications for student decision-making processes and, subsequently, for student outcomes.