An Examination of How Technological Universities Develop Cultural Capital Through Active Learning

Drawing on Bourdieu’s (1986) framework of embodied, objectified and institutionalised capital, this paper explores how technological universities (TUs) support the development of students’ cultural capital through active learning approaches. The formation of technological universities in Ireland marked a notable shift in the higher education landscape, with an emphasis on these institutions meeting the regional and economic needs of the location in which they operate. Currently, there is a dearth of studies pertaining to cultural capital and TUs. Consequently, there is an impetus for a conceptual study to help guide researchers towards understanding how active learning practices within Ireland’s TUs can foster cultural capital development among students and provide a preamble for further studies in the area. Through an analysis of current literature and policies, this study highlights the role that TUs have in developing institutionalised cultural capital. The findings from this study signify the importance of TUs adopting active learning strategies in an attempt to build cultural capital needed for both academic and workplace settings. This analysis contributes to theory by adding to the current body of knowledge on this topic through the unique lens of TUs, thus addressing a gap in literature. Practically, it is anticipated that educators utilise the findings of this study to ensure that they continue to review their assessment strategies. Finally, the study acknowledges the limitations of the research and suggests recommendations for future studies.