Mature students’ socio-economic backgrounds and their choices of Access to Higher Education courses

ABSTRACT

This article discusses the educational, social and economic backgrounds of Access to Higher Education (AHE) students and how these factors influence students’ choice of courses and colleges in which to pursue their desire to enter higher education (HE) despite the risks involved and the initial lack of confidence of many of them in their capabilities as learners. The discussion is based on three main sources: studies about mature students’ views of their experiences as learners, national aggregate data about AHE students in England and Wales and the findings from a study of approximately 700 AHE students about their experiences on AHE courses that was carried out in a region of England in seven further education (FE) colleges. The study used a social constructivist perspective and linked case study design to collect and compare trustworthy qualitative and quantitative data. What emerges is that mature students need supportive learning environments that are easily accessible and build their confidence and competence as independent but collaborative learners who can achieve their aspirations as well as meet their needs as adults as spouses, breadwinners and childcarers. This has implications for how further and higher education institutions attract, teach and sustain mature students.

KEYWORDS:

• agency
• aspirations
• learning environments
• financial hardship
• employment

Acknowledgements

We are grateful to Dr Anna Piela of Leeds Trinity University, who was the research assistant on the project and made a substantial contribution to its success. Beth Suttill and Anne-Marie Palmer sequentially made substantial contributions to the success of the project.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The research is supported by the AimAwards, a regional award-validating agency, [RS101G0098] and British Academy [RS141G0036].

Notes on contributors

Hugh Busher

Hugh Busher holds a PhD in the micro-politics of schools. His research interests include critical perspectives on people, power and culture in education-based communities, (re)constructions of students’ and teachers’ voices and identities, and hybrid learning communities. He has published extensively and currently supervises doctoral students in the School of Education, University of Leicester, in which he is an Associate Professor.

Nalita James

Nalita James, Associate Professor, School of Education, University of Leicester, has research interests in the sociology of education including: higher education; transitions from school to university and from education to work; changing patterns of education, work and identity; lifelong learning; and education policy.