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An attempt has been made to chart the changes and development seen in the careers of a cohort of m/s over a period of three years. In earlier chapters it was shown that m/s were highly motivated and felt themselves to be deeply committed to the degree course. This continued to be an important factor that ensured that all but one m/s finished the course. The almost universal lack of confidence observed in this cohort at the beginning of the course may have been caused by the perception that m/s were going to be taking a role usually associated with much younger people and one which might appear to be inappropriate for an adult. Moreover,this new role would have to be learned and there seemed to be no guide lines to help. Most of these m/s had never met somebody of their own age embarking on such an undertaking; they had no "role-model" to follow. The question of role identity had not been forseen as a problem by those m/s starting a first degree course designed primarily for s/l, although many were apprehensive about their situation as adults in an activity which was largely associated with late adolescence - a period which they had already gone through. In order to cope with this problem the majority of m/s found it was necessary to keep the two roles they were playing separate - their m/s role at CCAT and the "adult" role in the home or away from CCAT. This separation was more marked in those who had family responsiblities who made up the majority in this cohort. The single students of both sexes were among the younger m/s and identified more easily with the s/l and the role of student. A certain embarrassment felt by some m/s at an apparent incongruity of being a middle-aged student was emphasised by the reactions of family and friends. Male students were made aware by outside social pressures that a drop in income was a considerable burden to bear. The worry of being able to keep up mortgage repayments, for example, was an ever-present strain. The hope of enhanced career opportunities at the end of the course helped to sustain them. The categorisation of respondents into those who were critical of the course, those who were enthusiastic about it and those who adapted to the demands made upon them, was developed. These groupings remained almost unchanged throughout the three years but the varying attitudes used did not seem to make any difference in how the m/s coped with the problems that they found. The critics hoped that some of their ideas for improving the course, which would help s/l too, might be put into practice. It was their initiative that led to some lecturers providing a "hand-out" to those who attend a lecture so that note-taking at the time is unnecessary. The enthusiasts kept up the level of their enthusiasm and the majority of theme hope to go onto further studies e.g. post-graduate teacher training or a higher degree. The adapters, who tended to be among those who were less conforming to the demands of tutors, found that the added confidence gained from the course enabled them to continue to study in the way that suited them best personally, and reinforced their own self-reliance in their ability to cope with the course. All m/s found it necessary to be well organised to be able to cope with the dual role of student and life outside the college, but felt that the effort was worth while for the benefits they received from the course. The great majority would advise prospective students to be aware of the time needed to get the most advantages and enjoyment out of the time spent as students at CCAT, but to go ahead if the opportunity presented itself. Those who had the support and encouragement of their families acknowledged the difference this made. Some said that it would have been impossible for them to have managed without it. The founding of the Mature Student Club could be seen as an effort on the part of m/s to reinforce the perception of themselves as separate and different from s/l. The mutual support and sharing of similar problems found within this organisation helped them to find an acceptable role within the student body. Staff also welcomed the presence of m/s for their evident commitment and high motivation. It was acknowledged that m/s helped to maintain a higher academic standard within the degree course because of their presence. The fears expressed by the Careers Officer at CCAT about the problems caused by lack of mobility for women when looking for work after the course had finished was not in evidence within the cohort itself. All eventually expected to build on the experience gained by being a degree student, although most were realistic in acknowledging that it might take longer than if they were geographically more mobile. The advantages of having survived a hard three years of work were thought to far outweigh the disadvantages of a diminished income and a complete absence of any spare time. The longitudinal approach of this research enabled a number of changes to be observed. Gradually, as they successfully negotiated the academic requirements of the course - the first year examinations, continuous assessment and essay assignments - confidence built up. By the time of the final examinations mature students felt that they knew what was expected of them and were able to rise to the necessary academic standard. The fact that only one student "dropped out" appeared to speak well for the admission procedures adopted by the staff at CCAT when dealing with mature students, i.e. they had chosen those that they perceived could "cope" with the academic and social demands of the course. Alternatively, it may suggest that most mature students successfully adapted to what, at first, may have been perceived as a personally challenging experience but which became, especially in the first year, a threatening, institutional environment. Familiarity with the institution and their fellow students helped to remove some of the apprehension that was initially felt and criticism of school leavers fell away. The majority reported an awareness of the benefits arising from the mix of ages and backgrounds found on the course and felt that they had a useful contribution to make.

This study examines the social worlds of mature students. Data was collected through participant observation in campus settings and in-depth interviews with mature students. The focus is on their experiences as they navigated the passage to student status. A variety of constraints to the progress of the passage are documented, as well as mature students' negotiation strategies used to overcome these constraints. Attention is then paid to how mature students adjust to the new realities that university life poses. Dealing with university administration, learning new skills, and renegotiation processes are analysed. The status passage to mature student is viewed as problematic for the individual, as a new set of meanings must be negotiated with significant others for the passage to be successful. This study suggests that the case of mature students offers explanation into the nature of status passage in later life, and contributes new knowledge to the nature of generic social processes. / Thesis / Master of Arts (MA)

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This project investigates the development of mature student mothers’ identities in the dual contexts of constructions of the women’s at-home study practices and of their ‘responsibilities’ for their children’s development. Interviews were conducted with 23 women – all ‘new university’ students – and with their schoolaged children. I used discourse analysis focussing on language as performative and constitutive in order to understand positioning of, and by the women. I also drew upon critical developmental psychological theory and the concepts of discourse, intersubjectivity and dialogicality as epistemological resources in order to understand the women’s and children’s accounts. The methodology yielded a diversity of constructions of the women, these drawing upon a variety of discourses. The first empirical chapter addresses constructions of mature student mothers, the second, constructions of child development and the third, constructions of ‘influence’. The organisation of the empirical chapters reflects not only the importance I accorded to particular themes, but also the idea that separating mothers’ concerns and those of their children can be less fruitful in examinations of identity construction than addressing these together. The key issues that are a thread connecting the empirical chapters are time (requiring ‘balancing’ of social positions); change (in mothering practices and confidence); perceived ‘influence’ on children’s development, and relationships (including the ways in which identities are constructed in the ‘space in the middle’). Participants addressed these issues in different ways with some women positioning not spending ‘quality’ time with their children as meeting children’s developmental needs (addressed in Chapter Seven). Other important themes were mothering constructed as mundane and undervalued (in Chapter Five), children’s constructions of ‘roles’ as helpers (in Chapter Six) and perceived intersubjectivity in mother/child interactions (examined in Chapter Seven). In the concluding chapter I discuss the implications of the findings in terms of the contribution of the research to theoretical debates about motherhood, mothering and child development. I also reflect on my position as a mature student mother, examining my involvement in the research process and finally, suggest applications for the findings reported in the thesis.

This exploratory study examined the life-histories of 21 men who were mature (27 years +), full-time students in two Scottish ancient universities. Most were first-generation entrants. Individual semi-structured interviews asked about the men's origins and lives so far. The aim was to understand men as gendered beings, and to consider the dynamics that had impacted on their lives. Though useful findings in their own right, the research also used this data to consider sociological theories of contemporary identity/ies, and to contemplate Bourdieu's theories of social-class reproduction. The legacy of trying to promote equal opportunities through education made Scotland an important test-bed for widening participation. Ancient universities were selected to throw dimensions of educational inclusion/exclusion into relief. Researching male 'first-generation' students responded to concerns that men from manual origins should return to education given the dissolution of their traditional roles. The research found few 'hybrid' identities, as experienced by first-generation students in other research. This may reflect the men's complex cultural trajectories prior to university, and distancing from former working-class origins. Adopting 'student' identities held few problems. 'Traditional' students were seen as insecure, and mature students as providing a valuable contribution to the institution. For older men, student-hood fulfilled a latent ambition. For others, 'student' added a more positive aspect to their previous identities. The post-modem celebration of playful identities was dismissed, as even playful uptakes revealed politically darker sides. There was more support for the self-reflexive identity project, which was gendered in that (with some notable exceptions) it was constructed in the context of traditional gender relationships. Bourdieu's conceptual framework was useful in explaining these 'divergent trajectories'. The Catholic community could be seen to promote a class-fraction habitus, which valued education, commitment and social networks. Residing in university-rich cities reduced the cultural distance between the men and HE, whilst the 'flexible' labour market created spaces where men from manual origins worked alongside undergraduate and graduate others. Such influences were compatible with Bourdieu' s theories. However, there was another influence that Bourdieu was less successful at explaining. The matrimonial field did not operate with the logic of other fields. Graduate women formed long-term relationships with these men, despite significant differences in their capitals. For Bourdieu, class endogemony is a key part of class reproduction. That is challenged here; human emotion cannot be reduced to simple logic. Furthermore, cities offer importance spaces for the reconfiguration of gender (as well as class) dynamics.

This study focused on the experiences of undergraduate students with dependent children enrolled in university programs. A holistic approach was adopted to examine student parents’ experiences beyond the academic context. In particular, the research examined how student parents maintain their motivation to attend school despite significant strain and conflict added by taking on the student role. Three specific research questions were investigated exploring motivation to attend university, the influence of self-efficacy beliefs, and how student parents define their success as well as the strategies/supports they utilize to enable their success. Three theories were utilized to provide complementary approaches to explore the research questions: Self-Determination Theory, Possible Selves Theory, and Social Cognitive Theory. Student parent participants were recruited from four universities in southern Ontario as part of a larger study of mature students. Three hundred and ninety-eight students completed an online survey that consisted of a mixture of open- and closed-ended questions. A mixed methods approach was utilized to analyze these data. Qualitative analyses included a directed and a conventional qualitative content analysis. Quantitative analyses included structural equation modeling work to test for measurement invariance based on enrollment status and to evaluate two competing structural models investigating the impact of efficacy beliefs. The findings from this research provide evidence that student parents are quite self-determined in their motivations to attend university and that their motivation includes a strong future focus on their goal aspirations. Student parents’ self-efficacy beliefs and perceptions of school-family balance were found to be significant contributors to school, family, and life satisfaction. Measurement invariance was demonstrated for the study variables based on enrollment status and there were very few differences found between student parents studying on a full-time or part-time basis. Student parents defined success as encompassing multiple aspects, rather than a unitary focus on their student role. These broader definitions of success included success in terms of their individual development, their family relationships, and their workplaces in addition to their student roles. Practical implications of the work suggest ways that educational institutions, students, and others might support student parents’ success.

Using a Social Constructionist lens, this study gathers fresh empirical data on the experience of a “Mature Student”, examining its multiple constructions, both objective and subjective, within the context of a Scottish Ancient university. For six centuries, Ancient universities have held expectations that incoming students will adjust to fit the autonomous institutional culture. However the expansion of Higher Education in 1992 has introduced changes in legislation and funding which have shifted the onus of that adjustment to the organisations themselves. This study is placed at the fundamental core of the tension between an institution struggling with the changing nature of its purpose and non-traditional students with changing expectations. Through analysis of daily journals and semi-structured interviews with 16 students and 12 staff, it explores the interpretations which both sets of actors take from student/institution interaction, and does so with respect to the student’s holistic life context rather than viewing only the learner role. Particular emphasis is placed on the losses and gains from the experience, including examination of what a degree symbolises in personal, fiscal and psychological terms. Based on a synthesis of literature reviews and empirical data, the study categorises the Mature students into three groups according to experiential themes within the student journey, drawing out theoretical and policy contributions from the process. Although mismatches are shown to exist between student and staff expectations of institutional purpose, a contemporary, and valid, role for the Ancient institution is outlined in terms of developing individual agency.

This longitudinal study set out to improve the retention and achievements of diverse students on computing courses in one wide access university, firstly by early identification of students at risk of poor performance and secondly by developing and implementing an intervention programme. Qualitative data were obtained using the ASSIST questionnaire, by focus group discussions and an open-ended questionnaire on students’ experiences of the transition to higher education (HE). Quantitative data on student characteristics and module results were obtained from Registry. Statistical analyses were performed using SPSS version 10. The study comprised two phases where phase one sought to enable the early detection of students at risk of poor performance by investigating the data set for patterns that may emerge between student achievement at Level 1 and entrance qualification, feeder institution, approaches to learning, conceptions of learning, course and teaching preferences and motivation. Phase one findings showed a trend of poorer performance by students who entered computing courses in HE with an AVCE entrance qualification. It was also shown that mature students scored more highly on the deep approach scale compared to their younger counterparts. Phase two investigated the data set for patterns that may emerge between student achievement at Level 2 and entrance qualification, approaches to learning, conceptions of learning and course and teaching preferences. Phase two, using action research, also sought to develop an intervention programme from the findings. This intervention programme was designed to improve aspects of information delivery to students; the personal tutor system, assessment régimes, Welcome Week, and teaching and learning. Piloting, evaluation and refinement of the intervention programme brought changes that were seen as positive by both staff and students. These changes included the Welcome Week Challenge which involved students in activities that sought to enhance students’ interactions with peers, personal tutors and the school and university facilities. These findings have shown that, for staff in wide access HE institutions, some knowledge of the previous educational experiences of their students, and the requirements of those students, are vital in providing a smooth transition to HE. A model of the characteristics of a successful student on computing courses in HE and a model for enhanced retention of diverse students on computing courses in HE were developed from the research findings. These models provide a significant contribution to current knowledge of those factors that enhance a smooth transition to HE and the characteristics of a successful student in a wide access university.

In the Western world, and specifically in New Zealand, a major impetus for retraining has arisen quite recently and gone largely unnoticed. The new social phenomenon, retraining in the sense of education for occupational change, is examined in this study. Alongside the three traditionally recognised groups of adult learners: those learning for leisure; second chance learners who have been previously educationally disadvantaged; and upskillers who seek to enhance their existing credentials through further tertiary education; is a fourth; the reskillers, those who are seeking education for occupational change. Women are shown to be pioneers in leading social change in this area of retraining. The key questions investigated in this thesis concern the existence of this new phenomenon in New Zealand; whether it is national or worldwide; and whether its origins are local or international. Whether there are distinctive characteristics to the manifestation of this phenomenon in New Zealand is investigated by examining current policy and practice. Additional questions concern whether there are feature of New Zealand employment or education which make upskilling and reskilling more or less likely in this country; the significance of women being the first to take up education for occupational change and what can be learnt from comparison with other countries specifically the Netherlands and England. Education takes place within a set of intersecting socio-political contexts. In the modern world these are simultaneously international, national, local and institutional. They impact on participants in a course of study yet are not often manifest to the individual. 'Learning for life’ is a significant area of both international and national socio-political concern, manifesting itself in a significant set of public discourses and in social phenomena which, as in this case of education for occupational change, are little researched or understood. The historical evolution of public policy relating to adult learners, internationally, and in New Zealand, is documented, with a particular focus on the period from the 1960s onwards. The major theoretical and ideological constructs are outlined and critiqued particularly with reference to public policy in New Zealand. Analysis shows an inexorable shift over time away from knowledge and skills attained through praxis, to knowledge and skills attained through formal institutionalised learning. At the same time as this change was taking place, participation rates in first secondary, and then tertiary, education rose. Concurrently more and more women entered tertiary education in order to make their way into an increasingly credentialised workforce. It is suggested that, credentials are used for screening purposes in addition to providing individuals with knowledge and skills needed for the occupations they enter. Case studies are used to illustrate and document these changes. Policies relating to learning for life are examined with reference to three different countries: New Zealand, England and the Netherlands. Provision of tertiary education for adults is investigated, and then illustrated through the coverage provided by institutions in three cities, Christchurch, Leicester and Utrecht. These studies show that different countries are subject to international geo-political and ideological forces but respond to them in locally and historically determined ways. The case study/qualitative analysis of the Christchurch Polytechnic’s Next Step Centre for Women and the New Outlook for Women courses illustrates the ways in which the twists and turns of public policy in New Zealand over thirty years have affected women wishing to seek education for occupational change. A quantitative study of mature students and their motivations for returning to study at the Christchurch Polytechnic allows for the impact of public policy and institutional provision on a group of mature individuals to be assessed. The study concludes that education for occupational change appears to be more advanced in New Zealand than in the European countries chosen for comparison. This may result more from individual initiative and the conditions which promote this, than from state policy direction or institutional provision. Policy consequences are proposed on the basis of these findings.