Navigating the first year at an English university
Exploring the experiences of mature students through the lens of transition theory
Bibliographic Data
| ID | 11423948 |
|---|---|
| Authors | Rick Hayman (0000-0002-0466-5320, Northumbria University, Newcastle upon Tyne, United Kingdom, corresponding author), Karl Wharton (0000-0003-2578-4326, Northumbria University, Newcastle upon Tyne, United Kingdom), Laura Bell (0000-0002-9425-740X, Northumbria University, Newcastle upon Tyne, United Kingdom), Livia Bird (Northumbria University, Newcastle upon Tyne, United Kingdom) |
| Year | 2024 |
| Volume | 43 |
| Issue | 1 |
| Pages | 39-51 |
| Publication date | 2024-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370.2023.2297671 |
| OpenAlex | W4390651769 |
| Language | EN |
| Citations received | 1 |
| References cited | 53 |
Previous research has revealed how mature students are more likely to drop out of university education, achieve poorer degree outcomes and have greater family, financial, caring and work commitments to contend with than their younger peers. In response to calls for further empirical work on mature students' university experiences and informed theoretically by Transition Theory , the primary study aim was to explore the day-to-day encounters of 12 newly enrolled undergraduate mature students as they completed their first year of study at an English university in a post pandemic era. Supportive with previous research , participants were found to be academically but not socially and emotionally engaged. Having placed significant time and effort into their studies and achieved relative academic success, their expectations of university life were only partly met with most encountering a socially, emotionally and financially challenging first year. Practical implications for developing increasingly flexible and relational rich modes of educational provision that best address and support the needs, abilities, motivations, and expectations of mature students as they complete their university studies in a digital world are provided, as are future research avenues and limitations
Empirical research · Higher education · Medical education · Pedagogy · Political science · Higher Education Practises and Engagement · Higher Education Research Studies · Medicine · Psychology · Social Psychology · Youth Education and Societal Dynamics
The qualitative content analysis process
Relationship-Rich Education
Degree Performance as a Function of Age, Gender, Prior Qualifications and Discipline Studied
Discourses of betterment and opportunity
Navigating change
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Not quite the ideal student
Risk, identity and change
Home and away
A Risky Business? Mature Working-class Women Students and Access to Higher Education Correspondence
Withdrawal from Sport and Schlossberg’s Model of Transitions
Different strokes for different folks
Experiencing the barriers
Isolated learners
Learning careers and the social space
Fitting in’ or ‘standing out’
A Model for Analyzing Human Adaptation to Transition
Naturalistic inquiry
How mature-age students succeed in higher education
Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University
Class, Authenticity and the Transition to Higher Education for Mature Students
Habitus Adaptation and First-Generation University Students' Adjustment to Higher Education
Cultural Capital and Educational Attainment
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |