Career Journey Influences on Mature Creative Arts Students in Higher Education: A Systems Theory Framework Approach

Abstract

This research addresses the intersection of a unique student cohort, UK mature students studying creative arts subjects at higher education undergraduate level, focusing on career drivers and influences and using McMahon and Patton’s Systems Theory Framework of Career Development (2022). The findings suggest that these students face similar barriers to their non-arts peers; however, motivations and academic experiences can be unique. Key influences included passion for their subject and a desire to gain accreditation for their creative skill set. Also highlighted is the importance of tailored support and collaboration with mature students to co-create effective solutions to help them navigate non-linear career journeys.

Keywords:

• Mature students
• careers theory
• career decision making
• higher education
• case study
• arts and humanities
• creative arts

Rationale

According to the UK Universities and Colleges Admissions Service (UCAS), mature students, or lifelong learners, are defined as those who enter education over the age of 21 to begin an undergraduate degree and over the age of 25 when commencing postgraduate studies (UCAS, 2023). This cohort constitutes a substantial portion of the undergraduate population in the UK. Mature entrants undertaking full-time undergraduate courses increased to new record levels in 2018, 2019, and 2020, and mature applicants for courses starting in 2021 rose by 24%. In the academic year 2019-20 there were approximately 254,000 mature undergraduate entrants at UK universities, making up 37% of all undergraduate entrants (House of Commons Library, 2021).

The method of study that this group prefers is also changing. While the number of mature students studying part-time decreased by 57% between academic years 2010–11 and 2019–20, the number studying full-time increased by 41% over the same period. More mature students now study full-time than study part-time (Office for Students, 2021).

Interestingly, the subjects that mature students pursue tend to be vocationally orientated. In contrast to younger students, who often appreciate the breadth of opportunity and time to make a career decision that pursuing a degree affords, mature students are often studying with a specific goal in mind (Lavender, 2021).

In 2021, student population analysis revealed that students aged 25 years and older were more likely to pursue subjects closely related to medicine or education, constituting 39% of the cohort in these fields, compared to 20% of the total student population (House of Commons Library, 2021). This aligns with the demographic data for Queen’s University Belfast (QUB), which records the two highest schools with mature students as Medicine, Health, and Life Science subjects (pharmacy 37%, nursing and midwifery 33%, medicine and dentistry 11%) and Social Sciences, Education, and Social Work (28%). Notably, the next most popular school, with 17% of their students aged 25 or over, was Arts, English, and Languages (AEL) (Queen’s University Belfast, 2023). These are not subject choices traditionally associated with direct or linear career paths and stand out with the number of mature students they attract.

This study focuses on the intersection of two distinct student groups, i.e., full-time mature students pursuing creative subjects at undergraduate level. In the past, studies have separately looked at undergraduate arts students as a group and also mature students as a group. No studies have examined mature students choosing to study arts at undergraduate level. (Most mature arts students are found at postgraduate level.) It is the combination of these two factors which makes this cohort unique. The literature review below explores the unique career drivers of this group, highlighting the challenge of categorising motivations. Recognising this strength of individuality, the research examines three case studies of mature female AEL students, aiming to understand their career drivers and influences and determine the best support that the university and careers service could provide.

Literature Review

This research review aims to examine the converging of two often separate student groups, i.e., mature students who also study arts subjects and undergraduate arts students, within the theoretical model of McMahon and Patton’s Systems Theory Framework of Career Development (2022).

Mature Students Studying at Higher Education Level

Despite previous trends of increasing numbers of mature students, according to dataHE (Corver, 2023), a UK organisation which helps universities use data effectively, numbers of applicants for the recent 2023 intake indicated that numbers have started to fall: 4.4% for ages 21 to 24 years, 1.8% for ages 25 to 29, and 1.1% for ages 30 to 34 (Jack, 2023).

Extensive research has previously been carried out with this mature student cohort at various stages of their academic journey, regardless of the subject being studied. This aligns with supporting government targets to address social equity and mobility and paving the way for the introduction of the Lifelong Loan Entitlement, which enables four years of tuition fees until age 60 (House of Commons Library, 2023).

Areas of previous investigation have included the availability of pre-university entry routes and individual preparation (Black, 2022; McCune et al., 2010) and also how best to support the mature student’s transition into university (Fragoso et al., 2013; Scollan, 2019), involving case studies and practice research. Past inquiries have also addressed the sustainability of mature student engagement throughout their pursuit of a degree, using technology (Abbas et al., 2022), peer-assisted learning (Bermingham et al., 2023), and institutional support (Heagney & Benson, 2017).

These studies consistently highlighted mature students as having different motivations and needs from younger students (McCune et al., 2010). They are more likely to be disabled, from a widening participation background, have caring responsibilities, have non-traditional qualifications, and have applied to just one university (MillionPlus, 2012; Burke, 2004). A student from a widening participation background is identified through a state-funded pupils’ progression to higher education (HE) by age 19 according to their personal characteristics at age 15, including eligibility for free school meals (low parental economic income), disadvantage, gender, ethnicity, special educational needs and disabilities (SEND) status, first language, children in need and looked after children (Department for Education, 2023). It can also include first generation university attenders. They tend to study locally and are less likely to live on campus, instead living in their own homes and commuting to classes (Holton, 2018; Pokorny et al., 2017).

Busher and James (2020) also highlighted the differing motivations of mature students, many of whom were unable to access higher education as teenagers. Reasons included lack of qualifications or encouragement to apply, competition from further education or employment, and negative experiences of education along with the assumption they were not the right “fit” for Higher Education (HE) (McCune et al., 2010; Swain & Hammond, 2011; TASO, 2021). Further education (FE) includes any study after compulsory secondary education that is not part of higher education. This includes technical courses, applied learning, and vocational apprenticeships but not at undergraduate degree level (GOV.UK, 2023).

Categorising mature students by metrics applied to other cohorts can be problematic. For example, defining widening participation by free school meals uptake or postcode may not be an accurate reflection of their current position. Centre for Enterprise (CFE) Research highlighted that “lack of availability of datasets for targeting outreach activities for mature and part-time learners emerges as a major gap” (CFE Research, 2020), and more nuance is needed. Sutton (2019) argued that mature students can’t be understood as a single homogenous entity and that differentiating by age group gave a better understanding of their experiences.

Previous research emphasises the necessity of tailored support for the specific challenges faced by this group. This involves aiding the transition from FE to HE and addressing academic and social aspects to enhance a sense of belonging. Offering more study options, flexible course structures, and condensed schedules could assist mature students in managing their diverse priorities effectively (Farmer, 2017).

Despite the extra challenges faced by mature students, pursuing HE can be transformative for this group (Office for Students, 2021), personally and professionally. Data from full-time undergraduate mature students from 2016-17 showed 75.7% progressing into highly skilled employment or further study, which was 3.4% more than their younger student counterparts (Office for Students, 2021).

Studying Creative Subjects at Higher Education Level

UCAS reported that mature students tend to study a small and particular range of courses, with subjects relating to health science (including medicine and nursing), education, and social studies (including social work) proving most popular (UCAS, 2018), thus explaining why previous research with mature students has mostly focused on medical disciplines (Jurjus et al., 2017), teaching (Griffiths, 2002), and social work (Lister, 2003). The rationale supporting these subject choices was the link to a direct vocation and specific purpose of study.

However, in the university in this study, the school with the third highest number of mature students was Arts, English, and Languages (AEL) (QUB, 2023). Whereas medical or social science subjects can be seen as leading to a traditionally linear career path and a defined job title, AEL subjects include drama, film, English, broadcast production, music, and modern languages, which are sectors traditionally with connotations of strong competition to find stability. Characteristics of creative industries include portfolio and protean careers (Pennill et al., 2022), the need to embrace uncertainty and flexibility, and, often, strong entrepreneurial skills to be successfully self-employed (Woronkowicz, 2021). There can also be an increased risk that graduates will not progress to full-time employment using skills directly related to their degrees (Paulsen, 2023). Contrary to past findings focused on mature students pursuing higher education for direct career advancement, artistic degrees and careers present distinct features. This study explores the motivations and influences behind mature students choosing creative subjects and subsequent careers.

Systems Theory Framework of Career Development

The constructivist careers theory proposed by McMahon and Patton (2022) posits that individuals, as the primary locus, actively shape their own realities and narratives. A central assertion of this concept is that an individual’s beliefs and viewpoints are not static but subjective, influenced by external influences, and not fixed.

Those authors recognised the limitations of their theory, namely, that it was not an independent, discrete system and that other theories would have influence. They saw their framework as “a metatheoretical framework for the integration of career theories using systems theory” aiming towards “developing a relationship between theory and practice centred on the individual" (Patton & McMahon, 1999, xix). The flexibility of this system lends itself as a framework to this research, allowing the researcher to adapt it to three very different case studies.

This study was particularly interested in the Systems Theory Framework’s emphasis on understanding the numerous influences shaping an individual. Career decisions are not made through isolated, rational thinking; various elements contribute to the outcome. At the core of this framework are intrinsic factors such as gender, values, health, sexual orientation, ability, interests, skills, age, beliefs, personality, self-concept, ethnicity, aptitudes, physical attributes, and world-of-work knowledge. While certain aspects, like beliefs, can change, others, such as ethnicity or age, remain unchangeable.

In the framework’s next layer, the student’s social system comes into focus, including educational establishments, workplaces, and community groups. It also considers informal influences such as peers, family dynamics, and media presence (or absence). Expanding this layer reveals the Environmental-Societal system, including geographical location, political decisions, historical trends, globalisation, socioeconomic status, and the employment market. Although beyond the student’s control, these elements significantly influence individual decision-making.

The framework also acknowledges the role of chance, i.e., unforeseen situations and opportunities that arise during career decision-making. This aspect was of interest in the case study analysis because of its impact on individuals and their career management development.

This literature review examines the dual interests of mature students pursuing arts subjects within the context of McMahon and Patton’s Systems Theory Framework of Career Development (2022). It highlights research which addressed the unique challenges and needs of mature students, including those from widening participation backgrounds, disabled individuals, and those with caring responsibilities. Tailored support mechanisms, transitions from further education, and flexible study options have proved essential to enhancing mature students’ academic experience. It also examines their distinctive motivations when choosing creative subjects at the HE level, underscoring the value of pursuing creative disciplines for personal and professional transformation.

At the core of this analysis is the Systems Theory Framework of Career Development by McMahon and Patton. This constructivist theory underscores the complex interplay of intrinsic factors, social systems, environmental-societal influences, and chance occurrences in shaping individuals’ career decisions. The framework’s adaptability makes it a valuable tool for understanding the multifaceted experiences of mature students studying arts subjects, providing a solid foundation for the case study analysis.

Methodology

Epistemological and Ontological Position

To address diverse AEL subjects, an open, flexible research philosophy with an interpretivist stance guided qualitative data collection. Aligning with Hammond and Wellington (2013), interpretivism acknowledges the world’s interpretative nature, allowing exploration of mature students’ career journeys, including unique aspects and challenges.

This study used a social constructivist approach to merge interpretivist epistemology with a constructivist ontological framework. Enabling open discussions with interviewees, it investigated the construction of their opinions (Hammond & Wellington, 2013). Recognising the impact of social interactions and context on meaning-making, the study explored external factors’ significant role in shaping individuals’ perceptions of past and present career decisions and future goals. Through semi-structured interviews, students discussed diverse influences from their contextual existence, and each case study was viewed through the lens of McMahon and Patton (2022) System Theory Framework.

This study aimed to address two main questions:

1. What are the main career drivers and influences that led to the mature AEL students choosing to study a full-time undergraduate arts degree?

2. How can the university and careers service best support mature students studying arts subjects?

Case Studies

A case study as research data representation allows the understanding and exploration of complex issues behind quantitative statistics. It provides a more holistic and detailed viewpoint of an experience or situation and empowers the participants to articulate their perspectives (Zainal, 2017). A case study can help explain both the process and outcome of a particular circumstance through observation, reconstruction, and analysis of the cases under investigation (Tellis, 1997). It also allows the researcher to examine the information closely within a small or specific context, in this case, mature students undertaking arts undergraduate degrees in a UK Russell Group regional university. The Russell Group represents 24 leading universities in the UK, acknowledged as research-intensive and world-class. Only one is based in Northern Ireland, defined as a region.

These case studies and their findings have limitations due to their small number, but as stated by Cohen et al. (2007), the purpose of each story is to “analyse intensively the multifarious phenomena that constitute the life cycle of the unit with a view to establishing generalisations about the wider population to which that unit belongs” (p. 258).

This case study research was instrumental in its approach, using interviews to inform understanding of a particular student cohort, leading to Bassey and Pratt’s (2003) fuzzy generalisations and best estimate of trustworthiness, i.e., a professional assessment of how likely these circumstances or experiences would be present elsewhere.

Yin (2009) recommended that “evidence from multiple case studies should produce a compelling and more robust case study” (p. 260). This study follows the methods of previous academic careers research which used three case studies to collect data and construct themes, including McMahon et al. (2012) and Guindon and Hanna (2002). The findings of a small study provide detailed data, but further research is needed to draw wider conclusions impacting on a larger population.

This study recognises that these interviews are not representative of the entirety of the mature student AEL body. However, the self-selected students were motivated key stakeholders, and an in-depth analysis of their feedback provided meaningful and informed material to analyse. Further research on a larger scale would be useful to determine the prevalence of key themes within this target population.

Participant Selection

The interviewee selection criteria mandated mature undergraduate AEL students in their final year, having completed an optional double-module Work-Based Learning course. This module, integrating employability lectures with a 100-hour work placement, required proactive career management. The participants, with three years of university and career support exposure, were close to graduation, contemplating post-university actions while reflecting on past decisions.

Data Collection and Analysis

Aligned with research epistemology, a qualitative approach was adopted. Semi-structured interviews, as endorsed by Li et al. (2019) and Kallio et al. (2016), were used to encourage participant information and explore new ideas. This technique allowed the researcher to guide participants on specific topics, while ensuring their freedom to express personal opinions and new insights.

Thematic analysis was the analytical tool used, accommodating the flexibility this study required (Terry et al., 2017) and allowing common trends to be highlighted alongside potential innovative and specific themes relevant to this cohort. Because qualitative research is inductive, inductive coding was used to facilitate the variety of experiences (Skjott Linneberg & Korsgaard, 2019).

Interviews were analysed after transcription, identifying themes which supported previous research but also recognising new areas of discussion, negative and positive, with similarities and differences noted. Coding was dependent on the information given, and a flexible approach was taken to allow the student voices centrality.

Findings and Discussion

Case Study One – Zara (Music and Audio Production)

Zara’s narrative highlights the complex forces of the Systems Theory Framework and the relationships among personal aspirations, societal pressures, and education pathways. This case study examines the factors that shaped her academic decisions and underscores the significance of a holistic approach to adult and continuing education.

Zara, aged 20-30 years, single with no children, and from a working-class background, was a first-generation university attendee. She initially considered pursuing a modern languages degree but felt overwhelmed and dropped out of A levels. She said, “I didn’t know what I wanted to do or what I wanted to be” and that choosing a subject because she had experience in it ”didn’t feel like that was the right reason so I dropped out.” Working in a bar made her realise her passion for music, pursuing a Level 3 and Higher National Diploma in music before enrolling in a music degree. She recalled pressure from school to follow the linear education path to HE and said that “there was a stigma around not going to uni.”

She previously demonstrated courage by choosing not to continue with an expected educational route and evidenced determination in returning to education via an alternative route. It aligns with her previous decisions and actions that she brought this bravery and resilience to choosing a subject with a non-linear career trajectory.

With hindsight she was able to recognise that “music’s always been there” and that there was a creative thread in her choices of language subjects, using words like “creative passion” and “poetic” to describe them. She was never encouraged to pursue music, stating “I was actively discouraged.” She explained, “It was just kinda coming from a really working-class background it just wasn’t going to be an option for you, you had to get a job, a real job.”

Zara chose to teach herself music and experienced relief when she realised, “I didn’t have to follow the very specific career path that doesn’t even really exist anymore.” She used words like “drummed into us’’ and “expected to be,”’ highlighting the pressure she felt but appreciated her past experiences, stating “it’s not what you expected it to be but it’s led me to where I am now which is pretty cool.” The socioeconomic barriers she had to overcome were very real and highlight the need for potential timely intervention to support young people in pursuing creative careers.

Zara was content with her chosen sector, recognising the time invested in music education. She was enjoying exploring options within the field and was in no rush to define herself by a job title, expecting “whatever hodge podge music career I end up having” and “muddling along to find out what you really like.” Her previous obligatory decision-making experiences instilled confidence about taking time to consider future choices. Her study motivations focused on the process rather than the outcome. She loved learning and saw education as an interest, rather than expecting a specific job outcome. She was realistic about her options, stating:

I want to know more about it (music) and if it turns into a job at the end of it then cool, ideally it will but I also know that’s not always the way it happens, it’s not always the way it works out.

Further study has revealed how much she still had to learn, and she anticipated a lifelong learning process. Proactively seeking relevant experience, she faced challenges balancing work and creative pursuits. With hindsight she had a clearer idea of the support she would have preferred, including smaller taster sessions of different industries and skills which accommodated her class schedule, part-time job, and rehearsals. Time constraints due to work affected her ability to explore opportunities in the arts scene, and she said, “There were so many opportunities I had to turn down because I had to work, otherwise I couldn’t pay rent,” emphasising the importance of financial support for gaining creative work experience.

Zara acknowledged the significance of work placements and industry-specific skills for employability. Despite challenges, her journey reflected resilience and the determination to pursue her passion for music, emphasising the importance of tailored support and timely interventions for individuals navigating creative careers.

This case study highlights the influences of extrinsic contextual variables in shaping educational paths. Zara’s career journey so far highlights the transformative potential of embracing a non-linear path and underscores the implications that come with choosing an authentic route towards personal and professional fulfilment.

Case Study Two – Olivia (Film Studies and Production)

This second case study draws attention to the inner circle of the Systems Theory Framework of intrinsic intrapersonal variables because Olivia balanced educational expectations, careers aspirations, and the psychological phenomenon of imposter syndrome (Clance & Imes, 1978) as she pursued her studies.

Olivia, aged 30-40 years, a single parent who was homeschooling her child, was diagnosed with dyslexia as an adult and initially returned to education to expand her social networks. Enrolling in a writing night class, she discovered a passion for the creative industries. Pursuing an access course, she aimed to apply to university. Her childhood love for the creative arts, particularly film, resurfaced, prompting her to choose a subject that would bring her joy. She had tried to transition into the professional arena previously and had presumed education was her barrier. She wanted to meet like-minded people, specifically saying, “I was trying to find a creative team.” Her expectations of her undergraduate degree were not met. She said:

I just thought I’ll do my film degree then I’ll be able to start making films, get funding, meet my creative team and we would just create. I just made the assumption that it was part of the puzzle I was missing.

Recognising the need for self-education and networking, Olivia assumed agency over her career trajectory. However, imposter syndrome was referenced throughout the conversation, i.e., the phenomenon “used to designate an internal experience of intellectual phoniness” (Clance & Imes, 1978, p 241), affecting her confidence and social interactions. This continued throughout the pursuit of her degree, and she became quite emotional describing this experience, how it made her reluctant to ask for help at the start and to access certain spaces since she assumed she wouldn’t fit in. She mentioned, “I think it’s very embarrassing when you feel like you don’t belong somewhere.” She referenced “young” or “younger” eight times during the conversation and struggled with establishing social connections and assimilating within her academic peer group. She said, “It was embarrassing because of my age,” “definitely intimidated,” and during Freshers Week “nobody would come near me.” However, Olivia was very assertive with the course staff, describing how she “kinda shook the boat a bit” to get the extra academic help she needed.

Olivia grappled with articulating her career goals, feeling apprehensive and overwhelmed by the prospect. She described the fear of committing to the wrong career choice as paralleling a hesitant relationship. She had avoided engaging with the careers service “because there’s an assumption that I’m going to have to try and explain something that I don’t fully understand myself,” and emails had just induced guilt and further procrastination. She mentioned “email” 14 times, all with negative connotations as another item on a to-do list.

Careers support for Olivia needed to be formalised within the academic course timetable, have a structure, have purpose, and be tailored. She felt too overwhelmed and isolated to identify and then attend careers events, despite knowing their value, and she struggled to commit to longer programmes outside the curriculum due to childcare.

Olivia’s narrative highlights the complexity of intrinsic intrapersonal variables when pursuing a non-linear career trajectory and the need for tailored and individual support to help reach her potential.

Case Study Three – Lorraine (English and Creative Writing)

While Lorraine’s narrative highlights many of the Systems Theory Framework influences, her story is punctuated by occasions of chance, pivotal events, and circumstances which impacted and changed the trajectory of her decision-making.

Lorraine was aged 30–40 years, a single parent with one teenage child, who had previous family members who had attended university. She left school at 17, started but didn’t complete a travel and tourism course, and then pursued a career in catering. After a serious injury, she reassessed her life, leading to a decision to pursue her passion for writing. Lorraine was a keen writer from childhood and said it was “like a personality trait instead of a skill.”

Despite multiple challenges in obtaining her desired university subjects, she ultimately switched to the creative writing pathway and proudly finished with, “I got there in the end.”

Initially intending to study journalism, Lorraine found the versatility of an English degree appealing, realising it opened doors to various job opportunities. The university experience expanded her horizons for action (Hodkinson & Sparkes, 1997), transforming her career plans and stating, “you kinda realise the word is your oyster.” She described her degree as a positive process of understanding how much she didn’t know and that “my whole world has been opened up, my whole life and career plan has changed.”

Embracing university life, Lorraine became actively involved in clubs and societies, discovering her latent activism. Her age and life experience contributed to leadership roles, and she found herself as a course representative pursuing formal candidacy in the Student Union. Her final year experience stands in contrast to her initial reactions of first year, when she used words such as “disconnect,” “two worlds apart,” and “very alien” to describe her experience.

In terms of career guidance, Lorraine expressed frustration with the lack of support for her subject, feeling overshadowed by an emphasis on STEM subjects. She perceived a hierarchy, with STEM subjects receiving more attention in employer engagement and career support. Lorraine stressed the importance of embedded work experience in the curriculum, since it played a pivotal role in her engagement. Barriers, including childcare and part-time work, added complexities to balancing work and study, making geography a crucial factor in seeking career opportunities.

Lorraine’s narrative underscores the interplay between systemic influences and pivotal chance life events. Her journey from a linear career path to embracing her innate writing passion, navigating academic shifts, and leveraging chance leadership opportunities, highlights her adaptability, growth, and persistence, despite external challenges.

Discussion

Similarities

Some of the ways the three case studies show similarity confirm and support previous research conducted with mature students. For example, each of the participants described common barriers to participation and advancement, including socioeconomic factors, caring and domestic commitments, balancing part-time work, and geographical considerations, consistent with findings by Burke (2004), Holton and Finn (2018) and McCune et al. (2010).

Similarities unique to the creative arts strand included all three identifying with creative personalities, considering this trait integral to their identities. They traced their self-actualisation to an early age. Despite this awareness, they didn’t follow a creative educational path chronologically, distancing themselves from formal schooling before re-engaging in academic creativity. Uncertainty, indecision, and a lack of support were common factors in their initial divergence from their eventual pursuits.

Common traits from each include bravery, resilience, and determination. Zara and Lorraine both left academic courses they were not enjoying, and Olivia returned to education as a single parent. Lorraine persisted through physical injuries and took multiple attempts to enrol on her chosen course path. These qualities of drive and persistence should help the interviewees as they navigate future non-linear career trajectories since they have the lived experience of problem solving and finding solutions.

This bravery and non-conformity also manifested in the way the interviewees engaged with their academic staff. Zara fought to complete four modules instead of three in one semester, and Olivia advocated for extra academic support. Lorraine became a leader within her course and initiated change in the wider university through extracurricular society involvement. This confidence to challenge and question was common in each case study and has created the chance for future students to do the same.

Another common thread from the case studies, which differs from previous research on vocational subjects, is that these students were not solely focused on career outcomes. Although their experiences differed, all pursued their subjects through an interest in the creative sector, as opposed to mature students in nursing or education who study a vocational linear subject which leads to a specific job title. The AEL interviewees were more interested in a sector than a job title.

The interviewees expressed clear expectations and anticipated support for their courses. They articulated their needs and expressed frustration with the misalignment between their perceived course expectations and the actual support they received. Ensuring clarity with students at the pre-entry stage is crucial, particularly for non-vocational degrees and non-linear career paths. All three anticipated more practical exposure and underestimated the level of self-agency required. They emphasised the significance of the work-based learning module for their career development.

Differences

As stated in previous research (CFE Research, 2020; Sutton, 2019), mature students cannot be easily categorised, and the individuality of their stories is even more evident in creative arts subjects.

Their pre-university experiences were very different. Zara was actively discouraged from pursuing music, whereas Olivia and Lorraine were encouraged and celebrated for getting to university. Two reasons could be hypothesised for this. Zara was quite open about her working-class background and was regularly told of the need for a “real job,” whereas Lorraine came from a family who had pursued the humanities and taught in higher education, showing the influence of external generational perceptions towards the validity of pursuing creative arts subjects. A second hypothesis could be the age band. Zara identified as being in the 20–30 age group at time of interview, with Olivia and Lorraine in the 30-40 age band. A tentative hypothesis could imply that there is a positive correlation between the age at which students return to pursue higher education and the level of encouragement they receive. Mature students within older age groups may benefit from a greater network of supporters who possess a deeper understanding of their life experiences, barriers, motivations, and the significance of their educational choices. Further research would be needed with a larger sample size to confirm this theory.

Their academic expectations pre-university were also very different, highlighting the need for clear marketing and information strategies. Olivia was expecting a practical, vocational degree and found a more theory-based module system instead. Zara and Lorraine wanted to expand their horizons and create more opportunities. Thus, consideration must be given to supporting students who want to narrow and consolidate as well as those who want to expand their horizons for action (Hodkinson & Sparkes, 1997).

Their non-academic experiences varied significantly. Zara, prioritising practical experience, balanced a part-time job and live performance rehearsals, limiting her involvement in extra-curriculars. Olivia, desiring engagement but hindered by perceived age and anxiety, regretted missed opportunities and grappled with imposter syndrome (Clance & Imes, 1978). One-on-one support could have increased her confidence. Lorraine, the most involved, had a fulfilling university experience, discovering new skills and expanding professional horizons. Uncovering advocacy and negotiation skills, previously unexplored, proved pivotal in instigating change within the Student Union, and she aims to apply these competencies in future career roles.

The three students adopted different roles during their university experiences. Zara, though willing to guide younger students, seldom mentioned her age. Olivia and Lorraine were conscious of their age, with Olivia taking on a nurturing role, supporting and encouraging students, while Lorraine emerged as a leader and problem solver, leveraging her past experiences to advocate for change within and beyond her course.

The three narratives demonstrated different levels of development throughout their degrees. Zara’s journey highlighted a holistic approach, integrating academia with practical experience, influenced by her prior work experience and the understanding that a degree alone would not suffice in the industry. Olivia and Lorraine showcased how educational experiences could bring about personal transformation, both positive and negative. Olivia faced challenges when her initial expectations were not met, underestimating the additional labour required. It took her longer to establish stability in her career management. In contrast, Lorraine thrived in her journey, embracing opportunities and exploring new career paths, fostering an excitement about the future that Olivia lacked. After completing their educational experiences, both had clearer goals, one with a more positive outlook than at the beginning and the other more negative.

Implications for Practice

Categorising mature students’ experiences is challenging, and providing career management support requires recognising their diverse influences and experiences. This group necessitates extended flexibility due to external pressures like part-time jobs, volunteering, caregiving responsibilities, homeschooling, and building a creative portfolio. Flexible support could involve online and in-person resources, brief sessions over lunch breaks, and work experience spread over time. Support is needed in adapting past career CVs, highlighting existing skills and new qualifications. Some may lack interview experience and require preparation, while others may need help with technology unfamiliarity, making digital upskilling beneficial for boosting confidence in this cohort.

It is crucial to acknowledge mature students as important campus stakeholders. Career offerings need to cater to diverse needs beyond fresh school-leavers. Language in communications must be inclusive to make mature students feel a welcome part of career programmes. Recognising potential barriers for these students calls for creative solutions, ideally developed in collaboration. Ongoing dialogue and co-creation should help provide tailored interventions for this key student group.

Conclusion

The paper explores the intersection of mature students in creative arts at the undergraduate level, examining career drivers and the role of career services, using McMahon and Patton’s Systems Theory Framework of Career Development (2022). Unlike prior research on vocational subjects, this study fills a gap by focusing on mature students in creative fields.

Findings indicate similarities in barriers faced by mature students in creative arts with their non-arts peers, such as socioeconomic factors and family commitments, but their motivations and academic experiences are unique. Participants show bravery and determination, with decision-making influenced by personal aspirations, external factors, and past education. The study underscores the importance of tailored support and clear communication for mature students in non-vocational fields, given their potential for pursuing non-linear career paths.

Implications stress the need for flexible support, accommodating the multifaceted lives of mature students. This involves tailored resources, sessions fitting their schedules, and addressing concerns such as transitioning to new careers and showcasing transferable skills. Collaboration with mature students is vital to co-create effective support solutions meeting their unique needs.

In conclusion, this research sheds light on the career motivations, experiences, and support needs of mature students studying creative arts subjects. It recognises that the small sample size places limits on broader applications to a wider population and that more research with a larger cohort would be beneficial. However, it contributes to beginning to understand the dynamic interplay of individual factors, social systems, and external influences in shaping student career decisions. The study emphasises the importance of recognising the individuality of mature students and offering bespoke support to help them navigate their academic and career journeys effectively.

Ethical Approval

Full ethical approval was granted for this project through the University of Warwick Centre for Lifelong Learning Research Ethics Committee.

Acknowledgment

Thanks are extended to the peer reviewers for their feedback and insight; it was greatly appreciated.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Emma Lennox

Emma Lennox is a careers consultant at Queen’s University Belfast, working with Arts, Humanities and Social Science students. Her research interests include career decision-making and management, student achievement and perceptions of employability, careers theory and practitioner wellbeing.