Attracting Mature Students into Higher Education: The Impact of Approaches to Learning and Social Identity

Autor/inn/en	Howard, Chris; Davies, Peter
Titel	Attracting Mature Students into Higher Education: The Impact of Approaches to Learning and Social Identity
Quelle	In: Journal of Further and Higher Education, 37 (2013) 6, S.769-785 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2012.684038
Schlagwörter	Foreign Countries; Undergraduate Students; Undergraduate Study; Mixed Methods Research; Student Participation; Cognitive Style; Self Concept; Identification (Psychology); Critical Thinking; Adult Students; Nontraditional Students; Questionnaires; Predictor Variables; Reliability; Statistical Analysis; Qualitative Research; Decision Making; Student Recruitment; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Grundstudium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cognitive styles; Kognitiver Stil; Selbstkonzept; Kritisches Denken; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fragebogen; Prädiktor; Reliabilität; Statistische Analyse; Qualitative Forschung; Decision-making; Entscheidungsfindung; Großbritannien
Abstract	This paper reports on data collected during an evaluation of two higher education courses designed to attract mature entrants aged between 21 and 60 to undergraduate degree programmes. Employing an evaluation design informed by a critical realist approach, the study utilised a mix of quantitative and qualitative methods to investigate the outcomes of the two courses through the participants' constructed experiences. Two factors were inferred as being important in determining whether participants on these courses proceeded to higher education: whether participants adopted a deep or surface approach to learning, and the extent to which the experience of being on the courses had generated a shared social identity. Our analysis draws attention to interactions between (psychological) explanations of variation in learning and (social) explanations of participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10