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教育领域的巨大变化，包括市场化和以前没有接受过高等教育的群体的参与率显著提高。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。了解学生攻读高等教育的原因以及他们在学习期间所做的决定，对于致力于引领下一代教育和政府政策发展的机构至关重要。教育社会学中常用的概念，如布迪厄的习惯概念（如Ball et al. 2002; Reay 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。社会越来越去常规化，选择是不可避免的，当个人评估他们的选择和制定行动时，反思是必不可少的。因此，我们需要一个概念化学生反身性的框架，因为它使学生能够做出决策，并告知我们如何在当代大学生活的结构和文化环境中做出选择。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学习过程的任何阶段进行测量。然后，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（Margaret Archer）的工作，该项目将开发一个分析学生决策的原始框架，该框架“映射”到人类反身性的基本理论上。学生的决策是由学生的履历、在大学里遇到的结构和他们主观定义的主要动机决定的。这些影响是通过反身性来调节的——个体在考虑他们的选择和“根据他们的客观社会环境定义行动路线”的过程（Archer, 2008: 1）。Archer建立了四种不同的反身性“模式”，可以通过完善的内部对话指标（ICONI）来测量。这些模式不是相互排斥的；然而，个体倾向于成为某一特定模式的“主导”实践者。在高等教育的背景下，我假设不同的“模式”对学生的决策过程有不同的影响，进而对学生的结果也有不同的影响。

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.