The changing nature of graduate education: implications for students in the second half of life

Lauzon, Al

doi:10.1080/02601370.2011.564315

Cited by 4 publications

(2 citation statements)

References 16 publications

(19 reference statements)

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“…Most prior research concerning mature-aged students' motives to enroll in graduate studies focused on the emerging market of students between 25 and 45 years-old (Jancey & Burns, 2013;Lauzon, 2011;McCulloch & Thomas, 2013). Very few studies targeted students 55+ or those in retirement (Brownie, 2014;A.…”

Section: Motives For Embarking and Continuationmentioning

confidence: 99%

Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Fung

Southcott

Siu

2017

IJDS

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Aim/Purpose: It aimed at investigating the motives and challenges of 15 mature-aged doctoral students at two education faculties in Australian and Asian contexts. Background: This cross-border research collaboration investigated the first international higher-research forum between two education faculties in Hong Kong and Australia. Methodology: Interpretative Phenomenological Analysis (IPA) was used to explore partic-ipants’ self-reported experiences concerning the motivations and challeng-es of 15 mature-aged doctoral students. Contribution: The findings have important implications for global doctoral program de-velopment, international exchange forum organizations, intercultural capaci-ty building, academic enhancement and cross-border research collabora-tion. Findings: From interview data four overarching themes emerged: Taking calculated risks, Determination to succeed, Financial stress, and Balancing life and research. Recommendations for Practitioners: Recommendations include mentoring schemes, greater support for isolated students, and more opportunities for students to complete their PhD by publication. Recommendation for Researchers: More research is needed to investigate mature-aged students’ motives for embarking on study in diverse cultural contexts among different ethnic groups. Impact on Society: This study recognized the merits and potentials of mature students whose research contributes to their societies. Future Research: Future research directions include using multiple case study design, thus exploring diverse aspects of the existing sample in greater depth, as well as tapping into a new sample of students at risk of attrition at both faculties.

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Section: Motives For Embarking and Continuationmentioning

confidence: 99%

Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Fung

Southcott

Siu

2017

IJDS

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“…Even graduate education, the penultimate educational experience, is now cast in terms of training and vocational development (Lauzon, 2011). Lauzon (2000) further argues that what is under discussion is not really lifelong learning, but is better characterised as lifelong training.…”

Section: Introductionmentioning

confidence: 98%

Youth and lifelong education: after-school programmes as a vital component of lifelong education infrastructure

Lauzon

2013

International Journal of Lifelong Education

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This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview of after-school programmes, including their historical development. This is followed by an examination of the changing discourse in the lifelong learning literature and the initial school literature. The argument is made that the narrowing of lifelong learning and initial schooling perspectives represented by economic determinism leads to an increase in those on the margins. The youth development literature is then reviewed with a focus on positive youth development, arguing that after-school programmes with a positive youth development focus can meet the needs of those disengaged youth who are marginalised by the formal educational system. The Fusion Youth and Technology Centre is then presented as an illustrative case of an after-school programme that has a positive youth development focus. This is followed by a discussion of after-school programmes and the role they can play as part of the lifelong learning infrastructure.

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Lifelong education and transnational migration

Webb¹,

Holford²,

Jarvis³

et al. 2014

International Journal of Lifelong Education

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The changing nature of graduate education: implications for students in the second half of life

Cited by 4 publications

References 16 publications

Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Youth and lifelong education: after-school programmes as a vital component of lifelong education infrastructure

Lifelong education and transnational migration

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