Formation of higher education (HE) learner identity among community college transfer students in Hong Kong

Abstract

Purpose

This study aims to explore the opportunities and constraints for learner identity formation among community college transfer students.

Design/methodology/approach

Data were collected from four in-depth interviews with five transfer students across an academic year (i.e. 20 interviews in total). The first interview allowed the current researcher to explore the context of students' community college experiences and their first semester in the university. The second and third interview had two purposes: (1) to provide an opportunity for students to discuss their second semester experiences and (2) to understand the process of learner identity formation. The last interview allowed the students to reflect on their time in the university after studying for one year.

Findings

The findings reveal that higher education (HE) learner identity was nurtured by peer support, orientation activities and mentorship programme. While, striving for self-improvement and developing into an autonomous and active learner are essential in the formation of the HE learner identity in university.

Originality/value

This study represents the local students' voice that enrolling in community colleges with the goal of transferring to University Grant Committee (UGC)-funded universities. Transition is a process of change in the course of life and also a shift from one identity to another (Ecclestone et al., 2010). A smooth transition may contribute to the formation of positive learner identity, which is essential to student retention and persistence.

Citation

Dang, B.Y.-y. (2021), "Formation of higher education (HE) learner identity among community college transfer students in Hong Kong", Asian Education and Development Studies, Vol. 10 No. 4, pp. 544-554. https://doi.org/10.1108/AEDS-06-2019-0090