The Personal Development Portfolio in the First Year of Higher Education: enabling the self-creation of a transition community

Page, Adrian (2005) The Personal Development Portfolio in the First Year of Higher Education: enabling the self-creation of a transition community. Investigations in university teaching and learning, 3 (1). pp. 35-40. ISSN 1740-5106

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Abstract / Description

The sector-wide introduction of Personal Development Planning into higher education [HE] during 2005, as recommended by the Dearing Report, has been met with some scepticism from colleagues who have previously encountered other forms of recording achievement. This paper will set out and critique the basic theory of the Personal Development Portfolio (PDP), the mechanism which is used to achieve the enhanced self-awareness in learning that is the aim of this process. With reference to new students in particular, the epistemological foundations of the PDP will be assessed and an alternative way of conceiving of the theoretical basis will be put forward. The fundamental thesis here is that new students are a ‘transition community’ and need to have an approach in the first year based on information and receiving feedback that helps them to develop their personal notion of self for the new community they are joining.

Item Type:	Article
Uncontrolled Keywords:	Personal Development portfolio, transition community, boundary discourse, self, Investigations in University Teaching and Learning
Subjects:	300 Social sciences > 370 Education
Department:	School of Social Professions (to June 2021) Centre for Professional Education and Development (CPED) School of Social Sciences and Professions
Depositing User:	David Pester
Date Deposited:	08 Apr 2015 13:45
Last Modified:	19 Jul 2021 16:03
URI:	https://repository.londonmet.ac.uk/id/eprint/186

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