Tag: mature-age students

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Challenges in understanding and assisting mature-age students who participate in alternative entry programs

Author/s: Marguerite Cullity

Edition: Volume 46, Number 2, April 2006

Summary: Mature-age students are a significant group within the Australian sub-degree and undergraduate commencing cohort. Nevertheless, little is known about mature-age student backgrounds or factors that affect their participation at university. This paper draws on a case study that examined the nature and outcomes of Australian alternative entry programs for mature-age students. Specifically, the paper explores the demographic characteristics of mature-age students who participate in these programs. Australian research indicates that mature-age student circumstances influence their university aspirations and awareness of academic study. An understanding of mature-age student characteristics assists program organisers in designing effective alternative entry courses for unmatriculated, return-to-study and equity group mature learners. It is through a shared knowledge of mature learner circumstances and appropriate pedagogy that alternative entry program personnel can monitor and advance student participation at university.

Keywords: mature-age students, return to study, shared knowledge, appropriate pedagogy

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Listening to individual voices and stories – the mature-age student experience

Author/s: Cathy Stone

Edition: Volume 48, Number 2, July 2008

Summary: This paper presents the findings of a qualitative research project, part of a doctoral thesis, which examines the impact of university study on a group of 20 female and male mature-age students at the University of Newcastle, Australia, who have entered university via a non-traditional pathway. These students are in the second to final years of their undergraduate degree programs and have all faced significant hurdles in gaining university entrance and continuing with their studies. The majority have come from lower socio-economic backgrounds, with little, if any, family history of higher education and little positive experience of prior study. This paper gives voice to their stories – their triumphs and achievements as well as their struggles – and highlights the important role that publicly funded institutions can play, not only in widening access to higher education, but also in encouraging and assisting students from a diverse range of backgrounds to participate fully in higher education and achieve their goals.

Keywords: mature-age students, non-traditional pathways, qualitative research

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