7.2.1 Purpose:
The interpretation of the experience by the students themselves depends heavily on their expectations of what the University is meant to be providing. The literature on University purpose ranged from the obvious teaching and research, through contentious knowledge transfer to arguments on the use of a University to create either “a collective good” or, more specifically, “a good person”. Throughout the discussion, themes of the “interdependency” of the functions were noted while a difference between the vocationalism and the employability agenda of the
institutions was underlined. The critical question, in the purpose debate which is relevant to my study, has therefore been outlined as:
“Is there a common vision of University purpose amongst the study participants or a recognisable pattern of clusters reflecting distinct purposes for groups of participants sharing particular characteristics?”
7.2.2 Individual Motivation and Expectations
Identified within the literature were various expectations of Mature students embarking on a course of HE study. They had expectations of their gains at the end of the process, but also of the format of delivery on the way there. Expectations included those of the local environment, given the university’s geographical and rural location, with its student profile and public image. As discussed in Chapter 3, the Ancient aspect of the institution offered a distinctive culture, presenting challenges of a different nature than those of a modern institution, including an ethos of elitism. In terms of their “mature” status, the students may expect a particular delivery of service, but they also have expectations of themselves; their academic ability, the sacrifices demanded in terms of time, finances, family relationships.
With relation to Social Identity Theory (Taijfel, 1992) and other studies of institutional relevance (for example, Archer, 2003) the Ancient institution has offered an environment with which the Mature students have chosen to engage, developing an identity in line with that. The influences on their decision-making process need exploration for, if the participants’ purpose is employment-related, it is inferred that they are not onlypersuaded, but, are ultimatelyconvinced, that their lives will be “better”, a term which demands definition. Delineation might be in terms of enhanced employability, increased financial reward, higher social status or, perhaps, simply a preferred lifestyle branded by a particular Ancient trademark.
In terms of investment worth, if the purpose is not employment related, there has to be a suggestion from somewhere that gaining a degree from an ancient university carries gains of some other description. From the literature, two categories of information sources seemed likely:
Public: media, university advertising or league tables
Private: From friends or family, although pressure from their previous environment may not be necessarily positive towards HE.
Sennett’s (2006) concept of “usefulness” emerged as work of particular interest to Mature students (both applying to HE and using their graduate status at the other end) while the view of Blaxter and Tight (1993) reminded us that Mature students should not be assumed to be a homogeneous group.
The key question from this area of focus was summarised as follows:
“Can different sub-groups of staff and students articulate what expectations they have of each other, including what benefits they expect the other to deliver, and in what format?”
7.2.3 Political and Philosophical Tensions
These may be tangibly experienced by Mature students, encountered at departmental level, within the university-wide management or, wider still, through the government HE strategy. The many tensions were grouped into four broad classifications:
Standards versus Expansion
The participants in my study, both staff and students may have views on the “Gold Standard” (Eustace, 1991), examining whether it is still relevant or whether a particular institutional label can differentiate between degrees in the same subject and of the same classification. It could be that the pressure to diversify is threatening to break the very strength at the core of the system with a lack of clarity
surrounding what is meant by “reasonable” adjustments striking at the core purpose of an institution and its cultural beliefs held up (see Chapter 3) in terms of academic credibility.
Collegiality versus Managerial
Participants may agree on the identity of current stakeholders in an ancient university, but the level of influence each has on setting the agenda, or level of standards within the institution, will vary. Tensions between Academic Freedom and management control could be acknowledged by the student participants and, if they are, these service users may have a clear idea of which approach they prefer; the traditional culture or the managerial, structured approach.
Exclusivity versus Inclusion
The diversity agenda has been designed within political circles without recent monitoring on whether it is being received well by those at whom it is directed. It would be interesting to know if student participants actually thought the diversity agenda could benefit them, in principal, but is only paid lip-service to on a practical basis within the service delivery in the institution. In terms of the staff, the university’s mission and purpose dictate how much the institution can benefit from offering educational services to Mature students.
Knowledge versus Skills Training
My study’s participants, staff and students, will have a view on the government determination to increase the accountability of universities and to delegate responsibility for application of knowledge. On an individual basis the students may use their governance to encourage the university towards the increased incorporation of an experiential emphasis on teaching.
A key theme emerges from these debates and focuses on a principal question, suggested as follows:
“In understanding Ancients’ context, how do participants understand the political agenda facing universities today and how does this affect their expectation of how they will be received?