Supporting adult learners from disadvantaged backgrounds into higher education
This paper presents the work in progress of a professional doctorate in education (EdD) and is being published now, at a time when government priorities around widening access and participation to higher education (HE) in England are increasingly requiring HE providers to prioritise
supporting mature1 students into and through HE. The Office for Students (OFS), a newly formed regulatory body for HE in England, positions adult learners within five priority areas for which HE providers should allocate resources to enable access and success in HE. This research contributes
to these requirements through recommendations around the adult learner student voice and better (evidence-informed) understanding of the potential barriers they face, set within the context of a part-time distance-learning institution. Despite literature that suggests adult learners are not
a homogeneous group (Waller, 2006; Pearce, 2017), many initiatives designed to support adult learners into HE focus upon programmes to develop confidence in academic ability and study skills, suggesting a 'one size fits all' approach. This research sought to explore this heterogeneity further
as a first step to unpicking how policy makers and HE providers approach the support they offer to adult learners. The research was specifically focused on adult learners from disadvantaged backgrounds. One-to-one telephone interviews were undertaken with 12 students who had studied the institution's Access2 programme prior to embarking on a full degree. The student sample was filtered to present the most disadvantaged students (those from POLAR33 quintiles 1 and 2) with no previous HE experience and low previous educational qualifications, who had received a full fee waiver for the
Access programme. Vignettes were used to aid the discussion, helping to overcome some of the ethical challenges that were raised through the institution's research approvals process. The interviews were transcribed and analysed using thematic analysis in NVivo. This paper presents some of
the findings of the research, which reflect a life-history methodological approach with a view to informing current and future practice to support mature students in HE.
Keywords: DISADVANTAGED BACKGROUNDS; STUDENT VOICE; SUPPORTING ADULT LEARNERS
Document Type: Research Article
Publication date: 01 July 2018
- The journal is based on the belief that there are neglected links between research and theory, and policy and practice in the promotion of widening participation in post-compulsory education and lifelong learning. It aims to provide a forum for the development of theory, the addressing of policy questions and the dissemination of innovative practice in the field of widening participation and lifelong learning.
- Information for Authors
- Submit a Paper
- Subscribe to this Title
- Refereeing
- WPLL-journal 20th anniversary special edition (2019)
- Ingenta Connect is not responsible for the content or availability of external websites
- Access Key
- Free content
- Partial Free content
- New content
- Open access content
- Partial Open access content
- Subscribed content
- Partial Subscribed content
- Free trial content