Philosophy and Theory in Higher Education
College impact studies have formed the common sense of understanding institutional relationships to student growth and change for decades. In this time, they have become entangled with the production of the neoliberal university. This paper1 presents an alternative theorization of student change on campus, a fractal assemblage theory. Assemblage theory is discussed through a single common language of major assemblage theory concepts across four authors. After exploring these concepts in depth, this paper returns to the stakes of assemblage theory: higher education research not to channel student to predetermined outcomes, but to create student futures in excess of our imaginations.
Original Publication Citation
Smithers, L. E. (2020). Reconceptualizing college impact studies through a fractal assemblage theory. Philosophy and Theory in Higher Education, 2(2), 89-114. https://doi.org/10.3726/PTIHE022020.0005
Smithers, Laura Elizabeth, "Reconceptualizing College Impact Studies Through a Fractal Assemblage Theory" (2020). Educational Foundations & Leadership Faculty Publications. 66.