Mature and Younger Students' Reasons for Making the Transition from Further Education into Higher Education

Autor/inn/en	McCune, Velda; Hounsell, Jenny; Christie, Hazel; Cree, Viviene E.; Tett, Lyn
Titel	Mature and Younger Students' Reasons for Making the Transition from Further Education into Higher Education
Quelle	In: Teaching in Higher Education, 15 (2010) 6, S.691-702 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Higher Education; Student Attitudes; Adult Education; Universities; Data Analysis; Longitudinal Studies; Undergraduate Students; Comparative Analysis; Student Motivation; Educational Policy; Teacher Educators; Age Differences; Foreign Countries; Interviews; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; University; Universität; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Politics of education; Bildungspolitik; Teacher education; Lehrerausbildung; Lehrerbildung; Age; Difference; Age difference; Altersunterschied; Ausland; Interviewing; Interviewtechnik
Abstract	This paper reviews findings from a longitudinal study of students making the transition from FE to an ancient university. This paper compares the younger and older students' reasons for higher education study. Our analysis of the quantitative data suggests that the older students had different reasons for entering university. We use the qualitative data to investigate the meanings participants attributed to higher education study in order to make sense of the patterns in the quantitative data, drawing on Wenger's perspectives on identity development as encompassing participants' trajectories in relation to communities of practice. The findings show a positive picture of the motivations of the whole cohort but the mature students seemed to have a particularly rich understanding of the meaning and relevance of their studies. The study therefore has implications for policy-makers and teachers as they seek to make use of the positive aspects of greater diversity. (Contains 2 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10