A comparison of the mathematical performance of mature students and traditional students over a 10-year period

Faulkner, Fiona; Fitzmaurice, Olivia; Hannigan, Ailish

doi:10.1080/03323315.2016.1229208

Cited by 11 publications

(4 citation statements)

References 25 publications

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“…The evaluation of interview records from previous cohorts of applicants and the review of online level two tests that applicants are required to take before the interview takes place (in English HE level two corresponds to the academic standards for successful completion of secondary education or equivalent) suggested to the leadership of the FdA that underpinning the lack of academic qualifications was the need for support regarding spelling, grammar, essay structure, ICT, online research, how to use library resources, speaking in front of peers, difference between descriptive and evaluative writing. The results of the evaluation of interviews records and review of online tests align with similar results produced in other contexts (Faulkner, Fitzmaurice, & Hannigan, 2016;Hay, Tan, & Whaites, 2010;Smith, 2018). The TP was developed as a modular and sequential provision; modular because the academic barriers are challenged by tutors and students through specialized modules; sequential because the TP is organized to allow the use of newly achieved academic skills as a tool to overcome further barriers.…”

Section: Results and Discussion 1: Cutting The Knot Combining Selectsupporting

confidence: 65%

A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England

Farini

Scollan

2019

International Journal of Leadership in Education

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This article discusses a Transition Programme to support the inclusion of mature students in Higher Education. The Transition Programme was designed and it is currently provided by a Higher Education institution in Surrey, SouthEast of England. An outcome of innovative educational leadership, the Transition Programme' successfully solved the paradox of selection for admission to Higher Education programmes, in particular with regard to mature students. The English Higher Education system offers an interesting case for discussion, being caught between the principle of inclusiveness within a 'widening participation' agenda and the contrasting selective principle of 'recruiting with integrity'. The article is motivated by two main aims. The first aim is to contextualize sociologically, within a discussion on the related concepts of hope, trust and risk, the motivations underpinning mature applicants' choice to enter Higher Education. The second aim of the article is to argue for the capability of educational leadership to generate positive change supporting mature applicants' trust in hope for a successful inclusion in Higher Education.

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Section: Results and Discussion 1: Cutting The Knot Combining Selectsupporting

confidence: 65%

A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England

Farini

Scollan

2019

International Journal of Leadership in Education

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“…It is tempting to derive from this finding that a detour as such comes with disadvantages. In many other contributions, the lower success rates of delayed entries indeed are attributed to lower high-school grade-point-averages and lower academic ability (Attewell et al 2012;Bozick and DeLuca 2005;Faulkner et al 2016;Goldrick-Rab and Han 2011;Hearn 1992;Milesi 2010;Niu and Tienda 2013;Parker et al 2015;Roksa and Velez 2012). It nevertheless may be a premature conclusion that a high dropout prevalence among the delayed entries can be causally attributed to performance deficits resulting from poor academic preparation.…”

Section: Socio-economic Background Delayed Entry and Success In Highe...mentioning

confidence: 99%

Destinations after higher education non-completion: the role of social background and pre-tertiary vocational qualifications

Tieben

2024

Empirical Res Voc Ed Train

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Prior research has shown that students from lower socio-economic backgrounds are less likely to graduate. We examine if this can be explained by background-specific pathways into higher education. Many students in Germany enter higher education with a vocational qualification and prior vocational qualifications occur more often among students from lower socio-economic backgrounds. We argue that vocational qualifications shift opportunity structures and opportunity costs of students who have to decide between continuing higher education and alternative options. We therefore examine if parental background and vocational qualifications are associated with the destinations after non-completion. We distinguish the destinations “re-entering higher education”, “vocational training” and “skilled employment”. Using the German Educational Panel Study (NEPS starting cohort 6), we apply competing risks models. Our results show that non-completers from higher socio-economic backgrounds are more likely to re-enter higher education than non-completers from lower socio-economic backgrounds. The higher rates of transfer to skilled employment among non-completers from lower backgrounds are mainly due to the fact that they more often hold a vocational qualification and have good chances to enter the skilled labour market without additional educational investments. Our results hence shed some new light on the question how vocational training “diverts” lower background students from higher education.

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“…As mentioned above, the number of mature students has increased internationally in recent decades (Faulkner et al, 2016;Hardin, 2008;O'brien et al, 2009). For example, in countries such as Australia, Canada, the USA and the UK, this category of students covers one-third of the student population (Saddler & Sundin, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Matured Students in Greek University: Difficulties in Attending University and Strategies to Overcome Them (A Qualitative Approach)

Sakkoulis

Vergidis

2023

EJES

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The aim of our study is to highlight the characteristics of mature students who study in person in Greek universities , the difficulties they face and the strategies they use to overcome them. The research was conducted through semi-structured interviews with a sample of 10 students of the Faculty of Social Sciences and Humanities of a regional Greek university and the data were analyzed using Pierre Bourdieu's theoretical framework. The results of the research showed that the characteristics that differentiate mature students from university students of typical age (18 - 22 years old) are related to adulthood. They enroll at university mainly to increase their institutional and symbolic capital, while the obstacles they face are mainly related to their family and professional obligations. They also develop specific strategies to achieve their goals. Finally, the Greek university needs to focus on this particular group of students and formulate a specific policy to contribute to addressing their problems. Article visualizations:<img src="/-counters-/soc/0071/a.php" alt="Hit counter" />

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A comparison of the mathematical performance of mature students and traditional students over a 10-year period

Cited by 11 publications

References 25 publications

A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England

A hope to trust. Educational leadership to support mature students’ inclusion in higher education: an experience from Surrey, England

Destinations after higher education non-completion: the role of social background and pre-tertiary vocational qualifications

Matured Students in Greek University: Difficulties in Attending University and Strategies to Overcome Them (A Qualitative Approach)

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