Access and retention: experiences of non-traditional learners in higher education: final report: public part

Abstract

This final report will primarily be of interest to those working in the higher education (HE) sector across Europe and beyond. Within higher education institutions it will be of especial interest to senior management and policy makers, middle managers responsible for programmes, lecturers, researchers, those working in student support services, admissions and widening participation initiatives as well as students themselves and the Students’ Unions. It is also aimed at policy organisations and bodies working in higher education, such as the Higher Education Funding Council for England (HEFCE) in England, Government departments and EU policy makers. The project focused on access, retention and drop-out in higher education institutions in relation to non-traditional students (younger and adults) on undergraduate degree programmes and the factors which promote or inhibit this. With the growth of mass higher education systems retention has become an important and rising concern for policy-makers at national and European levels. It is considered a measure of efficiency of higher education with implications in terms of the needs of the economy and as a return on investment to individuals, society and the whole EU. It is also a key factor in promoting a growing diversification and equity across the higher education sector. By ‘non-traditional’ we mean students who are under-represented in higher education and whose participation in HE is constrained by structural factors. This includes, for example, first generation entrants, students from low-income families, students from (particular) minority ethnic groups, mature age students, and students with disabilities. (This definition takes into account issues of class and gender). We were particularly interested in looking at and understanding why some students from under-represented and disadvantaged backgrounds learn effectively, assume an undergraduate learner identity and complete their degree successfully while others from similar backgrounds do not. We were also interested in identifying the learning, teaching and support processes which help non-traditional students to become effective and successful learners. Institutional cultures and structures also impact on a learners’ identity so these aspects were also explored and examined.