Název: Entering higher education after 30 : what can be learned from biographical narratives of non-traditional students
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 4, s. [115]-134
Rozsah
[115]-134
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-4-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/143456
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The needs of the market and of knowledge society, combined with democratic ideals, have justified policies that encourage the adult population to continue their studies. Portugal has been following this political movement, which in turn drives non-traditional students to higher education. In order to uncover the reasons that lead these students to enter higher education and the challenges it poses to them, research was conducted using biographical narratives. These narratives revealed the existence and effects of intrinsic motivations related to the satisfaction of learning and to the pleasures of taking part in stimulating activities and of achieving or overcoming something. They also showed the importance of having strategies to combat dispositional, situational, and institutional barriers in order to prevent non-traditional students from dropping out.
Reference
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[28] Goodson, I. F., Biesta, G., Tedder, M., & Adair, N. (2010). Narrative learning. Routledge.
[29] Gudmundsdottir, S. (1996). The teller, the tale, and the one being told: The narrative nature of the research interview. Curriculum Inquiry, 26(3), 293–306. https://doi-org.ezproxy.muni.cz/10.1080/03626784.1996.11075463 | DOI 10.1080/03626784.1996.11075463
[30] Heagney, M., & Benson, R. (2017). How mature-age students succeed in higher education: Implications for institutional support. Journal of Higher Education Policy and Management, 39(3), 216–234. https://doi-org.ezproxy.muni.cz/10.1080/1360080X.2017.1300986 | DOI 10.1080/1360080X.2017.1300986
[31] Hodkinson, P., & Hodkinson H. (2001, December 5). The strengths and limitations of case study research [Paper presentation]. Learning and skills development conference: Making an impact on policy and practice, Cambridge.
[32] Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2017). Why should European higher education care about the retention of non-traditional students? European Educational Research Journal, 16(1), 3–11. https://doi-org.ezproxy.muni.cz/10.1177/1474904116683688 | DOI 10.1177/1474904116683688
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