Determined to stay or determined to leave? A tale of learner identities, biographies and adult students in higher education.
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| Title: | Determined to stay or determined to leave? A tale of learner identities, biographies and adult students in higher education. |
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| Authors: | Merrill, Barbara (AUTHOR) |
| Source: | Studies in Higher Education. Dec2015, Vol. 40 Issue 10, p1859-1871. 13p. |
| Subjects: | Adult students, Learning, College environment, Biographical methods in education, Adults, Higher education, Education |
| Geographic Terms: | United Kingdom |
| Abstract: | This article examines the meaning and experience of retention and withdrawal in higher education from the perspective and voices of non-traditional adult students. It draws on UK biographical data from a European study on access, retention and withdrawal. Withdrawal is perceived negatively by higher education institutions and policymakers as it has an economic cost and reflects on the efficiency of an institution and the student who leaves is viewed as a failure. This article challenges the “traditional” view and argues that non-completion is not always a negative act as many of the students who left in this study talked about the benefits they had gained in terms of learning, identity and the development of the self. Two in-depth biographical case studies are outlined: one student who completes and one who leaves. Both employed their agency and determination in ways which were positive to them but different. [ABSTRACT FROM PUBLISHER] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article examines the meaning and experience of retention and withdrawal in higher education from the perspective and voices of non-traditional adult students. It draws on UK biographical data from a European study on access, retention and withdrawal. Withdrawal is perceived negatively by higher education institutions and policymakers as it has an economic cost and reflects on the efficiency of an institution and the student who leaves is viewed as a failure. This article challenges the “traditional” view and argues that non-completion is not always a negative act as many of the students who left in this study talked about the benefits they had gained in terms of learning, identity and the development of the self. Two in-depth biographical case studies are outlined: one student who completes and one who leaves. Both employed their agency and determination in ways which were positive to them but different. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2014.914918 |
