If we examine the three models of personal transformation using Dubet’s (2000) concepts of personal project, social integration and intellectual engagement, it becomes clear that whilst they offer a useful way of framing personal transformation, they are in need of some extension to make sense of the South African research.
All three of the models can be understood in terms of Dubet’s concepts. The first model is focused on the development of students’ personal projects as they enter university, the
HigHer education PatHways
second model foregrounds the relationship between students’ intellectual engagement and their social integration into their universities. The third model examines how students’
personal projects are developed by engagement in unusual education settings. However, there are important elements of the South African research that are not covered by Dubet’s concepts. The first model of personal transformation highlights the ways in which students have an ongoing relationship with their ‘home’ environments during their time as university students. This relationship goes beyond what is captured by their personal projects and appears to play an important role in students’ experiences of university. The second model of transformation highlights the ways in which students can recognise themselves in the knowledge they engage with at university. This goes beyond intellectual engagement with knowledge to raise questions about whose identities are included and excluded by this knowledge. The third model of personal transformation highlights the ways in which students’ understanding of their wider society is shaped by their educational experiences.
Whilst this is partly captured by the idea of social integration, it goes beyond students’
integration into their university context to highlight students’ understanding of how they are positioned and integrated in South African society.
All of these ways of extending Dubet’s (2000) concepts highlight the dangers of considering students’ engagement with higher education separately from their engagement with their lives and societies outside of higher education. Whilst the stark inequalities within South African society bring these issues to the foreground, they are likely to be equally relevant to an understanding of students’ experiences of personal transformation in other higher education systems. The tendency to consider higher education and universities as separate from society rather than an integrated part of society, can be seen to limit the kinds of questions that we ask about the role of higher education in personal transformation. It is highlighted in the tension identified earlier between the presentation of the higher education system as negative and conservative, whilst the transformation of students through higher education largely is positioned as positive and radical. It also means that across the international and South African literature there is very little consideration of the ways in which students might be transformed that reinforce, rather than challenge, existing inequalities.
This separation of higher education from society also highlights the difficulties in linking personal transformation to the wider political project of the transformation of South African society. Whilst some studies examine the ways in which graduates might develop capabilities that contribute to the development of a more equal society, this tends to be focused at an individual level, rather than examining what structures might be developed that support personally transformed graduates to contribute to the development of a more equal society.
The tendency for research to be conducted in single, historically advantaged institutions further exacerbates the sense that we only know about the experiences of personal transformation for students within a small number of relatively privileged South African universities and do not know how engagement with higher education impacts on the identities of students from other institutions.
Conclusion
In concluding this chapter, we want to consider both how the research into students’ personal transformation might be developed further, both in terms of extending what is currently done in South Africa and in terms of approaching this research in ways that that does not separate higher education from society.
In relation to the South African research, there is clearly a need for more studies that examine students’ experiences across a range of institutions and academic subjects, rather than within single institutional and disciplinary settings. There is also a need for more studies that examine the nature of curriculum and the challenges of offering students access to academic knowledge in ways that do not deny or ignore who they are in terms of their backgrounds and identities. It is notable that most of the existing studies that tackle these questions are in the humanities and social sciences. It is far more difficult to develop a sense of what it might mean to develop a curriculum that accepts who students are, but also gives them access to academic knowledge in the natural sciences and engineering.
In relation to approaching this research in ways that do not separate higher education and society, there is also a need to examine the consequence of going to university by studying exactly that – how graduates engage with society after their higher education. Whilst recent studies have begun to examine this with positive findings about graduates’ commitment to the public good (e.g. Case, Marshall, McKenna, & Mogashana, 2018; Ndimande & Neville, 2015), there is a need to consider the ways in which graduates and non-graduates come together in society. Doing so would allow a consideration of whether higher education primarily represents a way of insulating individuals from the challenges of their society or can offer a way of addressing these challenges for the benefit of all members of that society.
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