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In the Cleft of a Rock: Experiences in the In-Between Space of Learning among Undergraduate Arts and Design Students

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Title: In the Cleft of a Rock: Experiences in the In-Between Space of Learning among Undergraduate Arts and Design Students
Language: English
Authors: Rebecca Y. P. Kan (ORCID 0000-0001-7634-5812)
Source: Higher Education Research and Development. 2025 44(1):253-267.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Art Education, Interior Design, Architecture, Creativity, Self Efficacy, Student Development, Discovery Processes, Transformative Learning, Locus of Control, Learning Processes, Learning Trajectories, Articulation (Education), Developmental Continuity, Guided Pathways
Geographic Terms: Singapore
DOI: 10.1080/07294360.2024.2429436
ISSN: 0729-4360
1469-8366
Abstract: The in-between space ignites learning as individuals journey from dependence on the institution to independence from the institution. This space has hitherto been holistically undefined in the context of higher arts education. The study aims to explore such experiences within the lifeworld of student scholars in the fields of arts and design. Through interpretative phenomenological analysis, this study unravels emotional and mental states of being in-between at a higher education arts institution in Singapore. The findings highlight freedom, courage, disillusionment, discomfort, imposter syndrome, and feeling burn-out. Multiple engagements in the space in-between show a purposeful letting go of uncertainties for the sake of embracing ambiguities. This state fosters playful learning, exploration, creativity and innovation. Caught between one state and another, individuals experience different states of being at each stage of learning, which can be disempowering. Yet, individuals embrace the in-between space as a natural part of the journey in transformative learning. The results evince that being in-between was accepted as a necessary part of learning towards professionalism in the arts. The paper concludes with practical implications on how expanding a locus of learning experiences beyond the university can inform curriculum futures in higher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459517
Database: ERIC
FullText Text:
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  Data: In the Cleft of a Rock: Experiences in the In-Between Space of Learning among Undergraduate Arts and Design Students
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+Y%2E+P%2E+Kan%22">Rebecca Y. P. Kan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7634-5812">0000-0001-7634-5812</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2025 44(1):253-267.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interior+Design%22">Interior Design</searchLink><br /><searchLink fieldCode="DE" term="%22Architecture%22">Architecture</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Discovery+Processes%22">Discovery Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Locus+of+Control%22">Locus of Control</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Articulation+%28Education%29%22">Articulation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Continuity%22">Developmental Continuity</searchLink><br /><searchLink fieldCode="DE" term="%22Guided+Pathways%22">Guided Pathways</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  Data: 10.1080/07294360.2024.2429436
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  Data: 0729-4360<br />1469-8366
– Name: Abstract
  Label: Abstract
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  Data: The in-between space ignites learning as individuals journey from dependence on the institution to independence from the institution. This space has hitherto been holistically undefined in the context of higher arts education. The study aims to explore such experiences within the lifeworld of student scholars in the fields of arts and design. Through interpretative phenomenological analysis, this study unravels emotional and mental states of being in-between at a higher education arts institution in Singapore. The findings highlight freedom, courage, disillusionment, discomfort, imposter syndrome, and feeling burn-out. Multiple engagements in the space in-between show a purposeful letting go of uncertainties for the sake of embracing ambiguities. This state fosters playful learning, exploration, creativity and innovation. Caught between one state and another, individuals experience different states of being at each stage of learning, which can be disempowering. Yet, individuals embrace the in-between space as a natural part of the journey in transformative learning. The results evince that being in-between was accepted as a necessary part of learning towards professionalism in the arts. The paper concludes with practical implications on how expanding a locus of learning experiences beyond the university can inform curriculum futures in higher education.
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      – SubjectFull: Art Education
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      – SubjectFull: Interior Design
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      – SubjectFull: Singapore
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