The next theme the author will discuss relates to dispositional barriers and how they impact on part-time mature students participating in higher education. Again, to refresh the reader’s memory, these barriers are those individually held values and beliefs influenced by past experiences that inhibit participation in organised education (Broek and Hake, 2012). These past experiences include the influences of past educational experiences, age and personal circumstances.
6.3.1 Age issues
Findings from this study show that age is not seen as a concern for part-time mature students participating in higher education. This attitude correlates with McDonald (2003) whose research findings showed being too old to participate in higher education is of little concern to students. Whilst McDonald (2003) gives no reasoning for this result, the author proposes that age may no longer be an issue in Irish higher educational establishments due to the changing demographic within these institutes. It is evident within the research that over the past number of years, adult participation in higher education has increased considerably (Darmody and Smyth, 2008; Further Education and Training Authority, 2015). Students in the study appreciated the personal, economic and societal benefits of participating in further education. This appreciation, whilst not unique to the older student, is often mentioned in the literature with older graduates citing the wider benefits of learning as their motivation (Jamieson, 2007). Whilst students may not see age as a barrier to participating in higher education, older adult learners might encounter other barriers related to ageing that could influence their motivation to learn. One barrier identified in the literature relates to older students not being accepted into higher educational institutes. This was evidenced in research by Archer and Leathwood (2003) and Brosnan (2013), which identified that institutional staff considered higher education to be no place for older students. Lin (2011) explains that this age bias is not only apparent with lecturers but can also originate from older adults themselves, where they might have negative attitudes towards becoming active participants in education. These stereotypes can result in adult learners having challenges in higher education.
Whilst not identified in this research, Kelly (2004) stresses that older learners can experience a sense of alienation, of being outsiders and not ‘owning’ higher education. As a result of this isolation, age in turn becomes a divisive factor. Contrastingly, within this study, part-time mature students expressed the opinion that they felt very much included and part of their
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institute. The author argues that this is due to the fact that IoT sector has smaller class sizes, is teacher-led compared to its university equivalents, and learners are at the centre both of the institutes mission and of its strategic review (see any of the websites of the five Institutes involved in this research). This argument is supported by Souto-Otero (2011) who maintains that stratified higher educational systems, such as research-intensive universities are much more closed than teaching-led institutes in the admission of older students, as they concentrate on a selective body of students rather than the individual. The challenge for the IoT sector is that as it expands and advances towards a technological university, it needs to retain this quality that makes the IoT’s such a unique commodity for the part-time mature learner.
6.3.2 Confidence, fear and anxiety
The vast majority of respondents within the survey had no concerns regarding self-confidence, which was also voiced throughout the interviews. Students reported that this self-confidence was as a result of choosing the correct course and choosing a course specifically to further their own personal and professional lives. Boeren et al. (2012) found that those students who recognise the relevance of learning for their own lives are more likely to have confidence in their own abilities over those who participate because of external pressures. This confidence also correlated to students using computers. Over three quarters of those involved in the survey expressed the opinion that they were confident using computers which is somewhat surprising when we consider the disconnect that Prensky (2001) examines when he argues about the so-called “digital divide”. Within this ideology, a disconnection may be present between those who have grown up with technology, digital natives, and older people, digital immigrants. It is apparent within the study that the vast majority would see themselves as digital natives regardless of their age. It is interesting to note that when planning the future of adult learning in Europe, Castaño Muñoz et al. (2013) propose that by 2030 adult learning will be ubiquitous and the digital divide will be less of an issue. It appears from this study, part- time mature students in the IoT sector are considerably ahead of the field on this matter.
Fear was a common emotion identified within this study. Higher educational professionals are often confronted with students who are so fearful of failing that, in the end, Haber (2013) suggests it may be the fear itself and not the difficulty of the task that prevents the student from achieving his or her academic goals. It should be no surprise that mature learners are fearful when we consider the alien world they find themselves in when they enter tertiary education. Unlike younger students, part-time mature students are often ‘second chancers’ who may have had little contact with education prior to entry. The author also argues that part- time mature students in comparison with their younger counterparts have ‘a lot riding’ on them
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successfully completing the course such as financial loans and job security. Burton et al. (2013) suggest that these fears could result in students being debilitated and in turn impact on their studies. When asked, students within the study were, in the main, unaware of any services in their institute that they could access or contact if they had any fears or insecurities. This is somewhat perturbing when we note that contact with students early in the educational process seems to allay many fears associated with studying at a higher educational level (Burton et al., 2013). The author argues that lecturers need to recognise that part-time mature learners require additional resources to prove to themselves and to others that they have the ability to work at, and succeed, as an academic without fear or anxiety.
6.3.4 Previous learning experience
Part-time mature students, like traditional students, are not homogeneous. Part-time mature students have certain distinct characteristics that they bring with them to the educational experience. Burton et al. (2011) suggests, appropriately, that they are in the middle of a process of growth, not at the start of a process. Part-time mature learners bring with them a package of previous learning experiences and it is important that the institute recognise that not all these experiences were positive. Whilst the majority of students had no concerns with their previous educational results and grades, a number of students did report that they had negative experiences both in secondary school and third level education. A proportion of these negative experiences were attributed to inadequate teaching support and a negative cycle of interaction with teaching staff. One student stated that she didn’t have the greatest time in school as she wasn’t that studious and believed that this wasn’t helped by teachers with many of them ‘leaving her to her own devices…’. McCoy and Byrne (2011), who examined barriers that young people face in accessing higher education, suggest that these experiences have a cultural perspective and it is important that these are understood to appreciate educational outcomes. One must also be cognisant that previous negative educational experiences can also impact on the student’s confidence as they enter higher education. Crossan et al. (2003) insinuate that learners who have been involved in negative learning experiences in the past, have little faith in their own abilities and can have a weak self-image, which they argue can be a decisive factor in deciding whether to participate in educational activities.
One student within the study raised the concern that his previous non-educational experience was not considered when he applied for a course in an institute which he argued was somewhat unfair. This outlook is not unique. Hodkinson et al. (2006) argue that learning is not necessarily a distinct and identifiable part of one’s life but can happen through the practice of daily living. This recognition of ‘other’ learning is somewhat being overlooked by educational institutes. Johnson and Locke (1990) and Bowl (2001) propose that mature students feel that
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their life experience is not sufficiently acknowledged or valued which is concerning when we realise that validation of prior learning and experiences enhances retention of students (McDonald, 2003). The most recent relevant recommendation from the Council of the European Union, recommends that all countries should have recognition of prior learning procedures in place by 2018 (Council of European Union, 2012). This recommendation underlines the strong commitment to recognising previous learning in Europe. As previously highlighted, educational institutes and staff need to be aware that a part-time mature student studying at higher education level is studying as an extended part of life rather than as a new stage in life (Toynton, 2005).