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Making it professionally: student identity and industry professionals in higher education

Making it professionally: student identity and industry professionals in higher education
Making it professionally: student identity and industry professionals in higher education
Addressing connections between higher education and ‘industry’ framed by UK government creative industries strategies, this article draws on research with games design students to explore their transition from being a student to being ‘industry?ready’. The article introduces broader currents within higher education around personal development and possessing the right skills, and addresses how these emerge through collaboration with industry. These transformations are part of a process of ‘becoming’ in which students are presented with a diverse range of ways to prepare themselves. Focusing on how students negotiate aspects of their identity in becoming industry?ready, the article outlines and compares the influence of ‘celebrity’ designers and industry professionals involved in higher education. Beyond the imparting of information, the article points to the values and ways of being industry professionals present, how these are engaged with by students, and issues around making both games and the self ‘more professional’
student identity, games design, industry?ready
1363-9080
283-300
Ashton, Daniel
b267eae4-7bdb-4fe3-9267-5ebad36e86f7
Ashton, Daniel
b267eae4-7bdb-4fe3-9267-5ebad36e86f7

Ashton, Daniel (2009) Making it professionally: student identity and industry professionals in higher education. Journal of Education and Work, 22 (4), 283-300. (doi:10.1080/13639080903290439).

Record type: Article

Abstract

Addressing connections between higher education and ‘industry’ framed by UK government creative industries strategies, this article draws on research with games design students to explore their transition from being a student to being ‘industry?ready’. The article introduces broader currents within higher education around personal development and possessing the right skills, and addresses how these emerge through collaboration with industry. These transformations are part of a process of ‘becoming’ in which students are presented with a diverse range of ways to prepare themselves. Focusing on how students negotiate aspects of their identity in becoming industry?ready, the article outlines and compares the influence of ‘celebrity’ designers and industry professionals involved in higher education. Beyond the imparting of information, the article points to the values and ways of being industry professionals present, how these are engaged with by students, and issues around making both games and the self ‘more professional’

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More information

Published date: 14 October 2009
Keywords: student identity, games design, industry?ready
Organisations: Winchester School of Art

Identifiers

Local EPrints ID: 382755
URI: https://eprints.soton.ac.uk/id/eprint/382755
ISSN: 1363-9080
PURE UUID: 43b8bb1f-54a4-49ed-951e-8fa6d5fa9d35
ORCID for Daniel Ashton: ORCID iD orcid.org/0000-0002-3120-1783

Catalogue record

Date deposited: 12 Oct 2015 08:33
Last modified: 06 Jun 2018 12:21

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