ABSTRACT
In this chapter, the authors illustrate how a purposely designed university course can triangulate identity, groups and objects. They describe the university course they have developed, supported by over a decade of research. The authors also illustrate how this innovative approach improves learning outcomes and supports tertiary students’ transition from formal learning to professional life. They draw on theory around the dialogical nature of identity and the concept of positioning embedded into Hermans’ theory. The authors consider their course a new and challenging experience able to trigger new I-positions at the borders between university and professional communities. They also consider two FG sessions involving 11 students: five in the first (four females and one male) and six in the second (all females). Each FG session was comprised of two steps. First, a four-minute video-clip about the most salient moments of the course and second, a semi-structured discussion based on four questions.
