via More, Different and Better by Paul Stanistreet (NIACE)
This week, the Universities and Colleges Admissions Service (UCAS) published data for higher education applications received by 15 January for the 2013 academic cycle. As well as showing a 3.5% rise in applications to UK universities on the same point last year, the data revealed an increase in applications from 18-year-olds from the most disadvantaged areas (up 9% since 2004).
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Showing posts with label mature_students. Show all posts
Showing posts with label mature_students. Show all posts
Monday, 4 February 2013
Tuesday, 23 October 2012
Stepping into higher education from the vocational education sector in Australia: student perceptions and experiences
an article by Sarah O’Shea, Pauline Lysaght and Kathleen Tanner (University of Wollongong, Australia) published in Journal of Vocational Education & Training
Volume 64 Issue 3 (September 2012)
Abstract
It is not unusual to hear study in the vocational education sector referred to as a ‘stepping stone’ into further studies in the higher education environment. What this pathway entails for those who choose it is not immediately clear however.
This article reports on research conducted with a small cohort of students who arrived at an Australian university with advanced standing or credit transfer based on their studies in the vocational sector.
A narrative inquiry approach highlights the voices of these participants drawn through stories of their individual experiences of the transition to higher education.
Recommendations related to structural and educational change are based on evidence that this vocational ‘stepping stone’ can mean different things to different people.
Abstract
It is not unusual to hear study in the vocational education sector referred to as a ‘stepping stone’ into further studies in the higher education environment. What this pathway entails for those who choose it is not immediately clear however.
This article reports on research conducted with a small cohort of students who arrived at an Australian university with advanced standing or credit transfer based on their studies in the vocational sector.
A narrative inquiry approach highlights the voices of these participants drawn through stories of their individual experiences of the transition to higher education.
Recommendations related to structural and educational change are based on evidence that this vocational ‘stepping stone’ can mean different things to different people.
Monday, 2 April 2012
Age and first destination employment from UK universities: are mature students disadvantaged?
an article by Ruth Woodfield (University of Sussex, Brighton) published in Studies in Higher Education Volume 36 Number 4 (June 2011) [NB: Despite being nearly a year old I thought this worthy of inclusion]
Abstract
This article analyses a recent cohort (2006) of UK graduates, and explores the previously neglected relationship between age and post-degree employment. Much work on mature students assumes their overall experience to be one of disadvantage relative to traditional-age graduates, and this includes employability research.
Here, mature students are demonstrated to be advantaged in the graduate labour market through analysis of a wide range of variables and employment success measures, utilised to produce a detailed set of findings that augment previous understanding.
Mature graduates, regardless of whether they studied part- or full-time, secured paid work, graduate-level work, and a higher salary more frequently. Key mediating factors in their success include being a woman science student and having a history of previous employment with their post-degree employer.
The relative employment success of mature students could not, however, be explained simply as a result of them already being in pre-degree graduate-level jobs.
Abstract
This article analyses a recent cohort (2006) of UK graduates, and explores the previously neglected relationship between age and post-degree employment. Much work on mature students assumes their overall experience to be one of disadvantage relative to traditional-age graduates, and this includes employability research.
Here, mature students are demonstrated to be advantaged in the graduate labour market through analysis of a wide range of variables and employment success measures, utilised to produce a detailed set of findings that augment previous understanding.
Mature graduates, regardless of whether they studied part- or full-time, secured paid work, graduate-level work, and a higher salary more frequently. Key mediating factors in their success include being a woman science student and having a history of previous employment with their post-degree employer.
The relative employment success of mature students could not, however, be explained simply as a result of them already being in pre-degree graduate-level jobs.
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