Study Pathways of Mature Part-time Students in Continuing Education Lesley Adshead Anne Jamieson Birkbeck, University of London 22 nd March nd March 2007

2 Education and the Adult Years Aim of Study To find out more about the characteristics and experiences of a cohort of mature, part-time students newly registered at Birkbeck, University of London, Faculty of Continuing Education in 1999

3 A two phase study Phase1:  Questionnaire survey of 1600 students selected at random from all newly enrolled students on certificate and diploma courses at Birkbeck, Faculty of Continuing Education in responses (48%)  Focus groups with ‘typical’ FCE students (n=13)  In-depth ‘life history’ interviews with sub- groups of students (n=29)

4 Phase 2: Follow-up postal questionnaire to the 520 students from phase 1 who had agreed to further contact. 61 of these were returned as undelivered. 195 completed questionnaire (42%) Further qualitative data gathered by and interviews planned

5 Focus of surveys Formal study activity (phase 1, retrospective, covered and phase 2, prospective, covered ) Motives & goals for study at BBK (phase 1) Triggers for study at BBK (phase 1) The experience of study at BBK (phase 1) Life course events and impact on study (phases 1 and 2) Outcomes of study (phases 1 and 2)

6 A life course perspective Combining the results of phase 1 and 2 we have taken a longitudinal perspective and tracked the students’ participation in education over an 11 year period, , and also related their participation to major life course changes and events experienced by them during that period

7 Questions explored at phase 2 1. Is it possible to distinguish different groups or ‘types’ of students in terms of their study activities over time? 2. To what extent do the individuals with similar patterns of study activity share socio-economic characteristics, study motivation and outcomes of study?

8 Some key findings Base line data from first survey 70% of respondents were women 82% White 13% Black and Asian and 5% ‘other’ Largest single age group was year olds 19% were 29 or under 19% were 60 or over Over half had a degree or postgraduate qualification Over two thirds were in employment, 16% retired Over half were in (or retired from) managerial / professional occupations

9 Findings continued… Participation 82% continued with some study after their BBK course and 47% studied regularly / continuously during % had studied continuously throughout Older students were the most likely to have been in continuous study (60% of the over 60’s studied between and 38% of the over 60’s had studied throughout the entire 11 year period. Identification of types of student in terms of their study activity

10 Findings: ‘Types’ ‘Ongoing’ : regular or continual study over 11 year period. Study as part of lifestyle. (N=103) ‘Intermittent’: irregular, dipping in-and-out of formal study (N=60) ‘Resumer’ : no study before BBK but continuous study since (N=17) ‘One-off’ no formal study before or after Birkbeck in 1999 (N=10)

Typical patterns of study activity Ongoing / Resumer / Intermittent / One-off /

12 Ongoing students Ongoing / Ongoing students: This type had a higher percentage of white students (90%); they were already well qualified – 66% educated to degree level or above (35% were PG); they had more retired students than other groups (27%); 53% were employed and a majority (55%) were from a managerial / professional background

13 Vignette of an ‘ongoing student’ Barbara Barbara, a white woman, left school at 17 and went on to get graduate and later, at the age of 57, postgraduate qualifications. She is a widow with adult children, and was aged 74 at the time of the second survey. In 1999 she enrolled on an accredited course in music. At that time she had recently retired from full time work in the legal profession, and had suffered a major bereavement; both of these experiences had contributed to her decision to enrol, though Barbara had frequently done courses for general interest during the previous five years as well as attending regular work based training.

14 Barbara since 2000 Barbara has continued to study music, attending classes run by Birkbeck in partnership with the WEA. She was still attending classes in Although Barbara was studying for general interest and intellectual stimulation rather than a qualification she had completed the assessments and had points towards an award. She cited the study as giving her a range of wider benefits which included feeling better about herself, making new friends, developing skills useful in everyday life, and contributing to better mental health. Barbara plans to continue studying in the future and says this will be to keep her brain active.

15 Resumer students Resumer / Similar to the ongoing students in terms of sex and ethnicity but more were parents (29% against 19%); they were younger - 47% aged <40 (against 26%); a smaller percentage (53%) were educated to degree level or above (11% PG), just under a quarter (24%) were out of workforce for ‘other’ reasons the highest percentage of any of the groups.

16 Vignette of a ‘resumer student’ Jenny Jenny, a white woman, aged 29 came to Birkbeck in 1999 to study psychology. She had ‘A’ levels and was resuming study after a lengthy period when she had not done any taught courses. Jenny was motivated by her desire to re-build a career after taking a break from work looking after her young children. Jenny had previously worked in a clerical job, but at the time of the first survey was not in paid employment. Jenny found that the teaching and course content exceeded her expectations and said she had grown in personal confidence. By the time of the second survey she had gained an undergraduate diploma in psychology and a GCSE in Maths, both of which had enabled her to embark on a BA degree in Primary Education. Jenny was also working part time as a teaching assistant. Jenny reported that her studies had led her to make ‘some life changing decisions’.

17 Intermittent students Intermittent / Similar in terms of sex and ethnicity (85% white) with a high percentage (42%) of students who were in the mid-age bracket (40-59). This group was notable for the percentage of students who had either ‘O’ Levels or no qualifications on entry (24%) although still 50% of group had degree or higher (21% were postgraduates).

18 Vignette of an ‘intermittent student’ Joy Joy, 34 at the time of the second survey, is a white, single woman who left school at 16 having found it a negative experience. She was qualified to GSCE / O level standard when she enrolled at Birkbeck on an Arts Administration and Management Course in In the five years prior to this she had done one or two training courses at work but no other taught courses. Joy works full time in an administrative post and enrolled following a change of job and encouragement by colleagues. She was highly motivated by both the desire to develop her career and to gain qualifications.

19 Joy continued… Joy finished her module but did not continue with the full award. She nevertheless felt she had gained work related benefits and had developed her study skills. She cited time as the main problem associated with studying. She was positive about her study experience and felt the course content had exceeded her expectations. Joy has done one other course in the subsequent five years, again at Birkbeck. This course was in Music and was taken for general interest rather than career reasons. She was not studying at all at the time of the second survey, but said she expected to return in the future.

20 One-off students One-off / One-off students: small number so can only point to possible trends. Were more men (40%), a higher percentage (70%) aged 40-59, fewer white students (60%), more parents (50%), fewer with degrees or higher qualification (40%) and much higher percentage (90%) in employment but with fewer (40%) from managerial/ professional positions backgrounds.

21 A vignette of a ‘one-off student’ Yusuf Yusuf, 46 at the time of the second survey, is a black African man who is married with a young family. He works full time as a security guard. He enrolled at Birkbeck on a certificate course in legal method in He said that the specific trigger for starting that course was encouragement from his family. He already had A level qualifications which he gained in his 30’s but in the five years before coming to Birkbeck he had not done any formal studying or work based training.

22 Yusuf… Yusuf felt that the certificate course met his expectations; in fact, the quality of the teaching had exceeded his expectations. The main benefits of the study were increased confidence and increased knowledge of the subject, but he said finding time to study was a problem. Yusuf has not done any formal study in the five years since his Birkbeck course, and says that he has prioritised his family over studying, but he hopes to return at a future date and gain additional qualifications.

23 Triggers for study at Birkbeck Most common triggers across all students were Retirement (21%) Encouragement by family (17%) Retirement was associated with continued participation in formal study (p=<0.05) Encouragement by family was associated with future non-participation (p=<0.01)

24 Motivations and outcomes Type of student Work Motivations In 1999 Citing work benefit over next 5 years Qualification goals in 1999 Qualification over next 5 years (% full awards) Ongoing 29%36%44%69% (47%) Intermittent 47%23%66%40% (33%) Resumer 31%65%56%59% (41%) One-off 0% 30%0%

25 Outcomes : wider benefits of learning All groups reported a range of wider benefits. (Mean number cited was 3.1) Differences between groups were marginal. Made me feel better about self 65% Helped me make new friends 57% Helped me enjoy my leisure time more 51% Helped improve my mental health 49%

26 Variable Pathways We found that ‘leisure learners’ were often very keen to get additional or higher qualifications Young employed people were often studying for personal development and did not have career or qualification goals in mind People changed their goals with developing confidence Pathways went in all directions ‘forwards’, ‘backwards’, ‘sideways’ People moved between different types of institutions / providers Women were more likely than men to start new subjects

27 Some quotes… “…as a lawyer you reach the top at 40, no further to go. It left me still needing to know if I am good enough...hence the study...I want to know how good I am” R etired man, aged 70 who has gone from a certificate level course to Masters award and who is still studying in 2007 “..my own personal development …my own determination to go as far as I can” E mployed man aged 34 who has gone on from certificate level to Masters award and who is still studying in 2007

28 Conclusions and Discussion Quantitative findings highlight high levels of participation over time. Although a majority of the ongoing learners are of white, middle aged, middle class background, for others, the experience offered new opportunities to engage in learning both for work and for ‘life’. Considerable evidence of the wider benefits of study, which should be emphasised to policy makers.

29 Just leisure learners then? Qualitative findings from phase 1 revealed a complex picture of the outcomes of formal study. Some examples: Bridging the generations Challenging prejudice about sexuality Climbing ‘out of the gutter’ Coping at end of life Dealing with trauma