The motivations and outcomes of studying for part-time mature students in higher education

Swain, Jon; Hammond, Cathie

doi:10.1080/02601370.2011.579736

Cited by 74 publications

(76 citation statements)

References 16 publications

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“…Evans et al concluded that the experiences and specific needs of qualified staff engaged in part-time HEI study are likely to be significantly different from fulltime, undergraduate nursing students. Interestingly, Swain and Hammond (2011) suggest there is a paucity of generic research on HEI students' experience where those students are both mature and part-time.…”

Section: Continuing Professional Education: Motivations and Experiencmentioning

confidence: 99%

Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Burrow

Mairs

Pusey

et al. 2016

International Journal of Nursing Studies

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Objectives: To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education Design: A review following systematic principles Data Sources: Systematic searches for literature published between January 2000 and December 2015 using the database: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL.Review methods: Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies.Results: Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Conclusions:Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning.Continuing professional education: motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review 2

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Section: Continuing Professional Education: Motivations and Experiencmentioning

confidence: 99%

Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Burrow

Mairs

Pusey

et al. 2016

International Journal of Nursing Studies

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“…Motivation was identified as important in determining an adult learner's commitment, learning and achievement outcomes (J. H. Park & Choi, 2009;Rothes, Lemos, & Goncalves, 2017;Swain & Hammond, 2011). 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).…”

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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“…Family care responsibilities may be a further component of the situational barriers to learning. The presence of children, especially young children, in the household places limits on the time and energy that adults need in order to study (Swain and Hammond, 2011). A supportive partner, implying shared earnings and/or childcare responsibilities, could reduce barriers of this type (Arulampalam and Booth, 1998;Green et al, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

Who Upgrades to Higher Level Qualifications in Midlife?

Jenkins

2017

British Journal of Educational Studies

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This paper investigates why people return to study in their 30s and beyond and upgrade to a higher level qualifications. Some previous research has argued that attitudes formed in childhood, via family background and schooling, continue to shape a person's engagement in learning throughout the adult lifecourse. Psychologists distinguish extrinsic motivation, determination to progress in a career, from intrinsic motivation, love of learning and suggest that both may be relevant to participation in adult education. A well-established education literature focuses on barriers to adult learning, such as lack of time or lack of funds.The research focuses on people who did not enter higher education at the conventional ages of late teens or early twenties but who did subsequently obtain degree-level or equivalent qualifications in midlife, defined here as from their early 30s through to age 50. The research uses data from the 1958 British birth cohort, a large-scale longitudinal survey. In the paper, a comparison group methodology and binary logistic regression models are used to isolate the key factors which explain why cgertain individuals progress to higher level qualifications in midlife while others do not.

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The motivations and outcomes of studying for part-time mature students in higher education

Cited by 74 publications

References 16 publications

Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

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

Who Upgrades to Higher Level Qualifications in Midlife?

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