Contents Page | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | Chapter 6 | Chapter 7 | Chapter 8 | Chapter 9 (appendices)
In this chapter changes and developments found in m/s that occurred over the three years will be discussed and assessed and various stages in the career of a m/s will be identified.
As Ryder (1977) pointed out (1) a strong case can be made out for projects taking a longitudinal view using case histories, repeated interviews, diaries amd a temporal sequence. These were some of the techniques used during this research and the results will be examined in this chapter. Qualitative as well as quantative aspects of changes were demonstrated in the data which will beused in support of the discussion to be presented here, and various stages in the career of a m/s were identified.
But first there is a need to explain the drop in numbers of those taking part in this project that occurred between the first and second years. Seven students 'dropped out' for the following reasons:
1. Student A. left after only one month. This was a very short time in which to decide that a wrong decision had been made. No reply was made to my letter asking what he was doing and there was no way of establishing exactly what had happened. It seemed to point to a mutual decision on the part of the student and staff concerned.
2. Students B. and C. declined to continue with the project - B. after two terms and C. at the end of the second year. They both demonstrated a lack of interest in the research by consistently failing to keep apointments, and I accepted their right to withdraw without trying to change their minds.
3. Student D. transferred to Cambridge University at the end of the first year. (2)
4. Student E.took a year off from the Music Diploma course which she started in October, 1984. There were problems withthe accreditation of the second year of the course with the CNAA. E. returned in October 1986 to the course which now enjoys degree status.
5. Student F., an overseas student, returned to Malaya where she continued her final year studies in Geography with the help of the British Council and a correspondence course. (3)
6. Finally, student G. was asked to resit three first year examinations. He declined to do so, deciding to return to O.U. studies. He had had a few periods of sickness during the year which created difficulties in keeping up with the course; he also felt he had enrolled on the wrong course. He would have been allowed to change courses if he had passed the first year examinations. This student suffered a large drop of income of 75% which he found a big burden to carry with the worry of a mortgage to pay. He decided to return to his former business and continued studying with the O.U.
This meant that 33 students took part in the final third year of this project.
In order to take advantage of the data available on a temporal basis the chapter will open with sections based on:-
Admission procedures.
First year examinations.
Continuous assessment.
Dissertations and the Final Examinations.
After this, perceptions of m/s towards the degree course will be looked at as well as the perceptions of staff towards m/s; and finally, the changing relationship between m/s and s/l will be examined.
As might be expected, the gap between leaving school and enrolling at CCAT meant that many m/s needed to improve the formal qualifications that were considered necessary for entry onto a degree course in 1984. It also meant that they were doing something unusual, perhaps regarded as "deviant" in the eyes of their family or friends. These academic and personal difficulties had to be overcome, though, as shall be seen, they varied considerably according to class background. In 1984 it was generally assumed by staff in all departments that at least one "A" level examination pass taken within the previous five years was a requirement that must be met by m/s who wanted to study at degree level as it indicated to them an ability to cope with academic material. But it could also demonstrate that m/s were ready to conform to the demands of formal tuition, perhaps suggested by the following remarks:
We allow admission to a degree course if they
can show they can benefit from the course and
also cope with it.
and:
We do treat m/s sympathetically and we see all
those who apply. But it is important to know
whether someone can cope with the academic
requirements of a course.
Applicants, too, seemed to have accepted this expectation. All but two of this cohort had the necessary academic qualifications when they applied. But the data revealed the high number of students who had left school without any "A" level examination qualifications at all, irrespective of class. Only 22.5% (9) of the cohort had left school with one or more "A" level examination passes. Of these students,six were from a m/c background (four men and two women) and three were from the w/c,(two men and one woman). Nearly 8O% had taken an "A" level course almost immediately prior to applying for a place at CCAT.
2O% of m/s had previously studied with the OU which was regarded as an equivalent qualification to an "A" level examination. Staff felt that undertaking this work demonstrated commitment and completing it ensured attainment of the study skills which were necessary for a degree standard course. But there has since been a considerable relaxation of the entrance requirements for m/s. Research elsewhere has shown that "A" level results are not a reliable forecast of how a student will perform on a degree course. (4)
The experience of tutors on Access and Return to Study courses bears out these findings. One such Access course at the Peterborough Regional College which was started in October, 1986 following an approach from CCAT,illustrates this. I met the co-ordinating tutor there in October, 1987 and he told me:
The academic standard achieved is so good. The
students are so committed, so keen and so well
read. They put us on our mettle - they have
stretched us. Some essays have been upto 2nd.
or 3rd. year degree standard.
By October,1987, m/s still had to show that they had reached an academic standard and shown a committment to be able to cope with the course, but admission staff's expectations appeared to be more flexible, taking into account relevant work experience and motivation.
The greater flexibility of staff was apparent in the following remarks:
Basically entrance requirements are the same for m/s and s/l but we have introduced a procedural difference - the special entry requirement. [As requested by a CNAA circular] It helps overcome the gap between leaving school and starting again. and: Our degree [Hum/Soc.] has a distinct policy through interviews concerning m/s. Some departments still think m/s should be confined to leisure activities. This is incorrect.
A class difference was observed in the attitudes of family and friends to the first intimation that the student had been accepted at CCAT to read for a first degree. Amongst w/c kin such reactions as the following were experienced:
My family were dead against it. They thought a job and security should come first for someone in my position. [A single parent.] or: My mother thought the children should come first. I think really that she was jealous of the opportunity that I have had and which she never did. and: My parents were concerned. They wanted to know if it was "safe". My friends were interested and I think there was a touch of envy.
But, on the other hand, a minority found much support and encouragement from family and friends, financial help and child minding being freely given. M/c families gave universal support and encouragement for men, but this was not so freely given to women students, especially for those with families. In a minority, there was suspicion felt, and fears for the welfare of children, expressed. Such comments as:
My husband supports me completely, but my mother-in-law only sees me in the home. Some friends have found it "odd". and: My mother is worried about the children, and my husband has mixed feelings about the idea.reflect the reservations from kin with which some of the m/s had to contend.
Once the course started, despite its new academic and social demands, the enthusiasm and enjoyment of being able to participate in intellectual pursuits was apparent from the great majority of those taking part. But at the same time there was a considerable amount of anxiety expressed about embarking on a course at an age when their friends and contemporaries had either already experienced being a student as a s/l or were established in a more conventional career structure.
By the beginning of the second year m/s themselves were remarking on the confidence they had gained by the fact that they were still there. They had passed the First Year examinations, seemed to be accepted by the s/l, and had developed greater confidence:
I am more confident about myself - it has a basis now. I have learnt a new set of values and will have to live up to them. and: I have grown up a lot. I am more sure of myself. I am much more critical when watching T.V. for instance.
Those from a w/c background whose families had been critical of the decision to join the course at a time of high unemployment, were especially excited by the content of the course. They were relieved when they found that they could cope and took great pleasure from their new-found autonomy:
At the end of the first year I asked myself "Do you really want to do this?" and I decided that I really did! It takes a long time to get into the habit of discipline of work. There's no time for social activities. But I'm doing what I want to do for the first time in my adult life.
It was soon apparent that there was no correlation between the length of time between leaving school and returning to H/ed. and the academic standards achieved. In fact the older women students performed better than all the other students in the first year examinations, three of them getting marks over 70 in one or more papers. Two women in the younger age group also reached a mark of 70, while only one male student in both younger and older age groups did so. It does seem that what might be lost in study skills was made up for by application and commitment. These findings are similar to those presented in Chapter 2.(5) The fears of older m/s and some members of staff regarding the maintenance of academic standards tended to encourage m/s to over-compensate, while staff appeared to reward effort as much as ability. The result was a successful negotiation of this particular hurdle in a student's career.
I feel neurotic about exams. I felt confused about the standard required. I was surprised I passed.
This remark referred to the examinations at the end of the first year when all students had to face papers on the years' work. It was obligatory to gain a pass mark of 4O% to be allowed to go on to second year studies, this being the only barrier.The examination itself provided a choice of questions as well as a small compulsory element. Staff claimed that all those who worked during the year and who had fulfilled their quotas of essay assignments would pass without difficulty. But all the worrying aspects of the course that were experienced during the year became focused on the examinations. As the time for them came closer, at least one third of the m/s expressed various degrees of anxiety and worry about the impending "ordeal", such as:
I have a terror of exams, - always.
and:
I don't like exams. They make me feel ill.
The apprehension about examinations was perhaps part of a wider difficulty m/s had in establishing themselves as successful members of an institution typically catering for a very different clientele, the school leaver. M/s did sometimes find their situation incongruous in the company of s/l where the role of "student" did not seem to fit the position of an adult who might be older than the tutor who was teaching them. This may have led them to believe that the dual role that they held as a student at CCAT and another one outside the college, made them different from the s/l. The reinforcement provided by the Mature Students Club was helpful in this respect. These feelings of anxiety, often seen in m/s, have been been described by Rogers (1977). (6):
Perhaps the worries of many adults about returning
to the classroom have a lot to do with the widely
held idea that education is a process which can
only concern children.
p.37.
"Children" fail examinations, "adults" don't - they usually set them. Some of the conflicts that m/s felt, which may express themselves in worries and anxieties, were pointed out by the Welfare Officer at CCAT:
There is a greater fear of judgement and assessment as they get older. Simply being judged and assessed - they are not used to it - they fear they have lost the knack. [of passing exams.] It is more important than to the average student - they may have given up a great deal - so there is a higher risk factor - particularly if they have a family.Some m/s set themselves especially high standards to bolster their own self-esteem, but may still be unable to accept the reassurances from the staff that the examinations were unlikely to pose a serious threat to them, as illustrated by this comment:
I can't afford to have my self-confidence dented too much. It's a matter of self-protection really. It can be a bit contradictory ...
Once again, there did not seem to be any correlation between the time lag between leaving school and starting f/t H/ed. and the attitude of m/s towards examinations. Anxiety was felt by those in the older age group as well as in the younger students, and it was seen equally in men and women. Although staff mentioned the possibility of "rusty" study skills and the length of time that may have elapsed since last sitting an examination, they did not regard this as significant. The anxiety was probably more a result of the stress which m/s may unconsciously suffer, having put themselves in a position normally experienced by people much younger than themselves, as well as resurrecting memories of bad school experiences.
After passing the first year examinations m/s were better able to reconcile their student/adult roles: the success in the examinations confirmed their student identity and when the result was especially good there was a sense in which the m/s could regard him or herself as a particularly good example of the "student", despite being regarded as unusual by their fellow students, the s/l. Examination success helped them to resolve this role-conflict. As a necessary step in the career of a student, this may be likened to a "rite de passage" in sociological terms. Those who were especially worried before the examinations expressed relief, but there was also a feeling that they had not exhibited a "truly mature" adult approach to this experience of stress which had resulted in undue anxiety. As one said:
I am cross with myself for being so neurotic about
exams. I passed them all.
There was no necessary inconsistency here, for the students were responding to different dimensions of their "maturity": the pre-examination anxiety was a direct reflection of real academic uncertainty and status insecurity of the m/s, while the post- examination admonition - as illustrated above - reflected the "image" of the ideal m/s, which Rogers (1978) has called elsewhere the "ideal self based on fantasy." But a few students claimed that the examinations did not unduly worry them. They made such comments as :
I was helped by revising with a group.
I was fairly confident.
and:
I worked solidly for a week beforehand.
It was fine.
They reinforced their "adult" approach to the examination situation by adopting such strategies as using group support for revision and extra sustained work; their subsequent success underlined the value for them of being different from the s/l whom they perceived in this situation as having advantages which they lacked. (More discussion of this point appears later when the perceptions of m/s are explored.)
The staff, for their part, were aware of the problems posed by the examinations but felt that m/s were not very much more susceptible to these feelings than were many of the s/l. For the latter, the taking of examinations was not merely a familiar experience but also associated with their social staus as a "student". Only about 1O% of the sample of s/l felt any qualms about the first year examinations. But for m/s in the process of reconstructing a new social identity, these examinations were of a much greater significance. As one member of staff noted:
M/s do worry.So much hinges on it for them. They may have made great
sacrifies to come back into education ...they may have given up a
job and re-launched their lives. They want to do well, and be seen
to do well,and they think they should do well.
All but four of the m/s passed into the second year at the first attempt, one winning the prize in the Geography examinations for top overall marks. Three of the four who were asked to resit one or more papers did so successfully, though the initial failure heightened the anxieties - personal and academic - posed by the examinations. The fourth student was the only one of this cohort who did not continue for reasons described at the beginning of this chapter. A similar proportion of s/l (1O%) were also asked to resit some of the first year papers and of these,all but one were successful.
These examinations were the culmination of a year in which m/s had to find their way through an unfamiliar situation. Many found that the style of teaching had changed considerably since their own school days. The lack of deference towards the teacher and the informality of approach by the staff illustrated by the use of first names was mentioned by several older m/s. But m/s were eager to take part in discussions in the tutorial and seminar sessions in which many s/l felt inhibited by a fear of "making a fool of myself".
Having passed through this phase of the course, many m/s expressed a lessening of tension and anxiety due to an enhanced confidence in themselves and a feeling that they would be able to cope with the next two years, about which they had had some apprehension.
It was useful, when collecting data, to ask the students to look forward to specific events that arose in the course calendar e.g. the examinations at the end of the first year and then to look back after the event. In this section the use of c/a as experienced throughout the second year of the degree course will be discussed.
Given the significance of the examinations described above, the attitudes of m/s towards continuous assessment might be expected to be, in general, positive. However the situation was more complex than this, as can be seen below. The subject of c/a was first broached in interview 4 which occurred at the end of the first year in May/June, 1985. This was just a few weeks before the first main hurdle of the end-of- year examinations and inevitably this coloured some opinions which were, at times, forcefully put. 63% were very favourable towards the idea of c/a, 27% were neutral and 1O% expressed apprehension about the system and were not in favour of it at all. As might be expected, those who were most against examinations were most in favour of an alternative. This was well expressed by the following:
I hate exams. They are just tests of memory and tell the examiner nothing about the amount of work and dedication that has been put in over the year. A s/l can mug it all up a few days before the exam. and get by and may not have done half the work I have put in over the year. I can cope with essays and should get good marks which will help with the final assessment. and: It's [c/a] quite a fair system. I don't expect to do so well in exams.as my work during the year indicates. I can keep control over my essays and I think it contributes 18% towards the final mark which will help.
Those who felt more neutral about the forthcoming c/a system were the students who had already had some practical experience about how it worked from studying with the Open University. Six former students of the O.U. expressed their opinions thus:
I don't really care. I feel a bit ambivalent about it. There's more pressure to get essays done, and it's a very small percentage towards the final marks. We shall see how it works out in practice. and: I'm not sure, really. It's just a means of making people hand in essays. It doesn't make much difference to me,actually.I think it goes towards 27% of the final marks.
Only a small number - 1O% - came out with strong opinions against the system and all mentioned the problem of concentrating too much time on essays at the expense of other course work, such as preparation for seminars and reading texts. The resentment felt by this extra pressure was strong. As one said:
There's far too much work already in the time
allowed for it, and this system puts too much
concentration on essay writing at the expense
of other parts of the course. From my point of
view, personally, I look at it badly. There
will be pressure in timing.
In the preliminary look at attitudes towards c/a it was noticeable that many students at the end of the first year were unaware of the actual marks that were allotted to c/a in the final results. Most knew how the system worked, though some were rather vague about the details before it actually had begun. The disparity in the numbers of marks attributed to c/a in the above quotes gave some indication of the lack of detailed knowledge. All students were given information about the system at the end of the first year but quite a high proportion did not read it, or had forgotten it or had lost the information. Some students suggested that until c/a was a reality there was not much point in reading about it - they would wait until the beginning of the second year when the information would become relevant.
There were different rules and regulations in different departments and disciplines depending on whether the student was reading for a single honours degree, a Hum/Soc. degree or for a science subject. For example, in science based subjects c/a is practised throughout the course and not only in the second year. But there were also a greater number of examinations in the science degree based on a narrower band of course work. While most of the m/s had originally seen c/a in positive terms, a significant change in opinion took place after they had experienced the system in practice. Of the large group who favoured the idea initially, 35% were very much more critical after working under the conditions laid down. The following remark was typical:
It is just as bad as doing an exam. Considering the small percentage of marks awarded in the final result to c/a, it is really not worth this pressure.I got a bit paranoid about it last term [Autumn term] and hoped this term would be better. But I still feel the pressure and still worry. It does add an extra worry on top of everything else. Of course,it does mean that one does the work and that will be useful for revision.
Of those who felt neutral about c/a, a third changed their minds during this second year. Again they cited the pressure of time, the continual strain of producing essays of a high standard and the worry of handing in essays to a dead-line.
A few students said that because of the importance of their marks towards the final results they would not take the risk of experimenting with writing different kinds of essays and they felt resentment towards this inhibiting element of c/a.
A small minority reported that they responded well to such pressure, which brought out the best in them by providing the incentive they needed to help them get essays produced on time. As one said:
I messed it up last term - I did the minimum. I am getting better marks this term. There's no reason - it's just me. I work better under a lot of pressure. I prepare a lot - some is not needed till the end of term. I have three [essays] on the way.
Clearly, c/a may not be regarded as a constructive alternative to the stress of examinations when it is seen as merely adding to the academic and personal pressures of the course.
Associated with c/a was the question of marks and the marking system as experienced and perceived by m/s. Opinion was equally divided between those who found essay marks very important (throughout the course) and those who claimed that they were only an indication of whether they were on the right lines or not. The great majority told me that they did not discuss their marks with other students, nor did they find it helpful to read other student's essays.
However much more criticism was offered about an apparent divergence of essay/project marks, both between individual tutors and also between departments or disciplines. This was felt to be vitally important during the second year because of the contribution c/a made to the final degree assessment. There was a majority perception that some tutors were "soft" markers whilst others were known to be "hard" markers. When I enquired how this was known I was told that it was mainly by word of mouth from other students.
Nine students were very forceful in their assertions that there was a significant divergence in their marks between their two subjects on the Hum./Soc. course. Seven of these were studying Sociology as one of their subjects. They were consistent in claiming that their marks were higher for their essays in Sociology than in the other subject that they were studying. The question of a divergence of marks between tutors was difficult to assess. When these assertions were made, as it was many times, I asked what evidence there was to support such claims. The following is a typical response:
My marks have dropped by an average of ten for
the one term I had that particular tutor. I put
in the same time and effort as always. When I
I had another tutor the next term my marks
improved again.
When I raised this point with tutors they all claimed that their departments made efforts to avoid this happening, but were not very explicit as to how this was done. It is difficult to comment on this subject because assessment can always be claimed to be subjective. In any case, so long as students perceive that this "disparity" is occurring and their ability to perform "successfully" may, in consequence, be impaired, it may not necessarily be that evidence needs to be unequivocally demonstrated and identified. Any inconsistency or vagueness in this matter is likely to create feelings of insecurity for m/s whose role- identity as a "student" is somewhat fragile.
The attitude towards c/a depended on how it operated within the course, i.e.how it compared with examination weighting, how substantial a work load it generated and whether it did help to produce a regular flow of material for assessment by the staff. On a more personal level, the factors of self-perception, may add to, or subtract from, the confidence of the student.
M/s as a body, took their studies seriously, as the discussion above demonstrated. The great majority handed in their essays on time although few were able to achieve the maximum number of eight essays per term. The attitudes shown here were indicative of a consolidation of the position of m/s in their second year. The initial strangeness of their position had worn off; they were more aware of what was expected of them and they tried to fulfil these expectations. However, the difference between the image and reality of c/a came as something of a surprise to many m/s. Most had regarded it as more suited to their style of work,but the reality of the course structure seemed less responsive to students' needs and interests than had been anticipated.
The dissertation is part of the syllabus in the third year. It consists of an extended essay of 1O,OOO to 12,OOO words, and in the Humanities can be on any topic chosen by a student as long as there is a tutor willing or able to supervise the subject chosen. In science based studies students are able to choose from a selected list of categories in which they might be especially interested. The attitude of m/s towards this part of their course served to underline in general, their attitude towards degree work as a whole. Because of the pressure of time felt by many m/s, some had "jumped the gun" in that they were already thinking about the subject for their dissertation in the Spring term of the second year, and hoped to be working on it during the summer holidays before the beginning of the third year in order to leave plenty of time for revision. But detailed information about the dissertation procedure was not provided by each department until the end of the second year, and so those who wanted to begin early found themselves in some difficulty.
It was interesting to note that over a quarter of m/s chose titles for their dissertation which were directly related to their own previous work experience, e.g.nursing, business management or social work.Many others chose subjects which had been of particular interest to them for many years, so that they began their work with some advantage over s/l, and only a small minority (6%) found that their original ideas needed to be revised. In these cases this was because the students were too ambitious and had chosen too wide a perspective of subject matter.
One student was caught up in a situation over which she had no control in that she wanted to study remedial work on disruptive children in primary schools. Because of the teachers' strike of 1986/7 she received no response at all from the head teachers to whom she wrote. She was expecting to have to do the necessary research work from secondary sources but the end of the strike came just in time for her original idea to be put into practice.
Another hoped that his dissertation would be of help to him when he began applying for work as it was directly related to a vocational subject - the effect of acid rain on forests in East Anglia.
One student became so interested in his research, based on primary sources in his home town of Bury St.Edmunds, that this led directly to a decision to apply for a post-graduate p/t course to enable him to continue the work in more depth.
Most students looked forward to working on their dissertation and subsequently enjoyed doing so, partly because of the freedom they were given to develop the subject they had chosen and also because they found they were able to use the social advantages of their "maturity" to the full. They used their initiative to develop contacts to obtain the information they needed and knew how to exploit official channels to uncover primary sources. The findings about androgogy discussed in Chapter 2 were fully borne out in the way that m/s approached their work on Dissertations as the following examples illustrate:
I have had a fantastic response to my letters.
This has led me to discover some libraries in
London with specialist collections on the subject.
and:
I went through the local newspapers of the period
in the libraries of Ipswich and Bury St. Edmonds.
This led me to the Records Office in London to
investigate the case that went to the Court of
Chancery.
However m/s found a problem in scheduling the time for dissertation work, as did s/l, despite their attempts to begin work in good time; one said:
I was warned by third year students to get it done
in the summer holiday. I had a plan all worked out!
Now [Easter,1987] I feel I have lived with it for
too long.
another said:
I have had to change the original area slightly so
I was not able to keep to the original timetable.
The majority of students were satisfied with the help they received from supervisors though some hardly used their services. One commented:
I will do it on my own. My supervisor was quite
pleased. He said just sit down and write it and
that is what I did.
And one science student said:
I got some unexpected results, which was quite
nice. My supervisor leaves me to get on with it.
A few were not so happy with their tutors as this comment illustrates:
I hope to do the bulk of it during the summer. I have had a problem with tutors and have now been passed on to another one which is better. My original topic has had to be cut down.
Classification results on dissertations alone showed that the amount of work invested in their projects paid off in that 6O% of m/s obtained a higher class grade than for their final total grade, whilst 33% received the same classification. Only 6.6% (two students) went down one grade compared with their final overall results.
Of the thirty students who submitted a dissertation (three p/t students will be doing theirs in 1987-88) six have decided to take their research further and are applying to go onto post-graduate courses at different levels, e.g. M.A., p/t M.Phil and a Ph. D. course at University of Cambridge. Most m/s enjoyed this opportunity to work on a subject in which they were particularly interested. The only complaint was that there was too little time to do justice to their dissertations, with a suggestion from several students that the timetable should be changed so that work could be started at the beginning of the summer term in the second year.
By this time in the career of m/s it was clear that there was quite a contrast in their attitudes towards the Final Examination as compared with the feelings shown prior to the First Year Examinations. A greater sense of confidence in themselves was expressed and there was generally a calmer acceptance of the situation - a situation that might have to be endured - but which, nevertheless, was one that could be faced without undue worry. This was the response from one student who was particularly affected by the first year examinations.:
I am trying to get my dissertation out of the way so that I can give time to revision. I will be taking more notes on particular seminars to use for revision. I am trying to keep up! No panic this time......
Nearly all m/s had made specific plans for revising. Those who had found that participation in group revision techniques in the first year was useful, now reconstituted those working parties and found them to be just as effective.
All students except one, who was unclassified, passed the Final Examinations. One science student obtained a First Class result and 5O% of those sitting the examinations (excluding the 4 p/t m/s) obtained a 2.1 classification. The percentage of s/l attaining a 2.1 or above was 33%. This finding is similar to that described by Smithers and Griffin (1986) who found that more m/s obtained a higher classification in their examination results than s/l.
M/s were now more confident about what was expected of them and the standard of work required in the examinations. They had learnt by experience and did not now feel strange about being a "student". They were anxious now to see the end of three years' hard work culminate in a satisfactory manner, judged by their own individual standards.
In trying to chart the career of m/s through the three years of their course a different approach was adopted when looking at some of the qualitative data obtained over this period.
In the previous sections of this chapter it was shown that m/s had some difficulty in seeing themselves fitting into the conventional stereotype of a student,i.e.a young, irresponsible and inexperienced adult - a stereotype which is so commonly held by those who have not been students themselves.
At the end of the three years it was very noticeable when looking at the individual files of the respondents, that they varied considerably in length. There was no clear way in which a further differential categorisation could be made, taking into account those who were loquacious and articulate about a particular point, and those who might have felt as strongly but were more reticent and reserved in personality.
But one possibility that arose from a closer look at the data of the end of the first year was to divide the m/s into three groups, namely
a. Those who were critical of the course -------27% b. Those who were enthusiastic about the course ----------------------------36% c. Those who adopted a middle way, whom I shall call the adapters. --------------36%
It was noticeable that the members of these groups hardly changed over the period of the three years, perhaps indicating that opinions, once formed, were reinforced by selective evidence to justify them.
I attempted to show how various aspects of student life could be seen from the point of view of these groups. But first it was necessary to look at each of them in more detail:
This group was composed of nine students - one man and eight women. All but one of the latter came from the younger age groups of women students. The overall view of these m/s perhaps stems from the fact that their expectations of life as students were unrealistic as these remarks show:
Perhaps I was a bit naive - I thought it had a stronger academic atmosphere than it has. I would like longer informal tutorials to develop ideas with others. There should be a few double sessions for this. I don't seem to have made much personal progress. and: Classes are really too big - we're not getting through the syllabus - we are trying to do too much. I would like the work to be spread more evenly.
The critics came from the group who were most strongly motivated on a vocational base, as shown by Table 8 on p.93 in Chapter 5. This may also contribute to their need to express criticism, which was usually confined to academic topics. These criticisms were often constructive as shown by this student who would have liked to see more links made between the two parts of the Hum/Soc. course.
There is no inter-relation between the two parts of the course - no connections are made. For instance, it would have been very interesting to put Comte in a context of what was happening in France at that time - thus bridging Sociology and ETL. The lecturers work in their own spheres and don't seem to know what their colleagues are doing in other departments.
All except one of the "critics" were studying on the Hum/Soc. course and there was a certain amount of anxiety expressed within their criticism about the amount of work expected from them. This may be connected with assumptions that they had prior to the commencement of the course regarding the depth of study required.
Here the group was made up of seven men and five women divided equally between the younger and older age groups. Their feelings were exemplified by this comment:
I can't wait for the holidays to end so that I can get back to studying.
Four out of the twelve were science students and they did see their courses as being different from the Hum/Soc. degree courses. They claimed that their subject was not so liable to subjective marking as was that of their fellow-students who, as was seen, asserted that marks diverged between individual tutors and also between departments. This was what one Geography student said:
It's a matter of knowing the facts. I know what I'm doing and where I'm going. Having "practicals" makes it interesting - you see the results.
The science courses were certainly different from the humanities in that students were examined each term on their chosen options and there was an examination at the end of each term. Science students took many more examinations than those on humanities courses as a result. Their written work was mainly in the form of reports on practical work and the results of experiments; longer essays were required perhaps once a term.
The evident enjoyment of the course by the "enthusiasts" survived the whole of the three years and five of this group hoped to go onto post-graduate studies of some kind such as teacher training, a Ph. D. course at University of Cambridge and a p/t M/ Phil. course at CCAT.
This group alternated between criticism of, and enthusiasm for, their courses and consisted of seven women and five men. Six of the women were from the largest category of the cohort - m/c, middle aged, married women. and eight out of the twelve were in the older age bracket. These comments illustrate the feelings of this group:
I enjoyed the third year much more than the second year work which was turgid, heavy going and boring. The third year work is very interesting. and: The worst part was having too much work - one got confused, but I have done things I would never otherwise have done. Even if I don't use it in a career I have gained an enormous amount of interest that will last me for the rest of my life.
Throughout the three years of the course these students characteristically tempered their comments on most topics that were raised by talking about both their good and bad aspects. They responded to the demands of the course by trying to do all that was required of them by their tutors, while at the same time, not relinquishing their independent critical faculties which had been established over the years,in the world outside the confines of CCAT.
Perhaps this accomodative view most clearly illustrated what staff value about m/s and why they welcome them to degree courses at CCAT.
To illustrate how these groups respond to issues, it may be helpful to describe two questions and the responses they elucidated. They were:
1. How did you determine the standard of work expected of you? (end of 2nd year)
2. Did you look upon your work at CCAT as if it were a job? (end of 1st. year)
Both questions focus attention on the key themes of "academic standards" and how they were to be acheived. In answer to question 1 the almost unanimous response was that it came about by word of mouth from fellow students, from essay marks and tutor's comments on essays. It seemed that this 'knowledge' was quickly established despite the fact that this kind of information was not generally spelt out by tutors. Whether critical, enthusiastic or adaptive, all respondents had to cope with uncertaintly in this area as following remarks suggest:
I never found much help from comments.[on essays]. There was
not enough constructive criticism. I'm doing alright but I'm still
not sure what is the right formula. [interview in second year]
(a critic)
It was difficult to write the first essay as I did not know how
to assess the depth required. But I've found each person reaches
their own conclusions.
(an enthusiast)
Feed-back from marks - it's the only way.
(an adapter)
The majority admitted that they did answer an essay in such a way as to meet the particular expectations of the tutor who would be marking it. Some thought this was "inevitable" but others claimed that it was "unconsciously done" as the following remarks show:
By the time one has had a tutor for a term one knows what is wanted and you act accordingly. and: That's interesting because I don't, but I know that J does and I suppose it is possible after a term or two with the same tutor.
This strategy could be related to the attempts that students developed to cope with the "cognitive dissonance" brought about by the "hidden curriculum" as described by Snyder (1970) and discussed in Chapter 2. (8).
It might be expected that m/s would be aware of some stress that would arise when,for example, a student was presented with a long reading list, a timetable of lectures, tutorials and seminars and a requirement to produce eight essays a term; as well as coping with a family situation. Here the data revealed a mixed reaction dependent more on the individual concerned rather than on the categorization outlined above. A few claimed that it was foolish not to "play the system" and try to maximise the chance of a better mark by so doing,whilst others thought that it was correct to do so as these answers demonstrate:
If it affects the marks one gets you have to learn
how to manipulate - its part of the course - to
benefit yourself.
(a critic)
and:
I write for two lecturers with quite different
approaches. So of necessity I have to change my
approach.
(an adapter)
These students appear to be quite capable,by the end of the second year, of "playing the system", a fact which implies that they have learned the "cultural tricks" of this "academic trade". As the preceding comments indicated, some students were aware of the need to develop skills which were "part of the course" but not "strictly academic".
A small number stated that they deliberately went their own way, partly as a form of self-preservation to prevent "their own self-confidence from being dented". These students tended to be critical of the course, especially of the volume of work demanded of them. They were more interested in the content of the course itself rather than in the marks received for their essays and wished to benefit from a study of their subject in some depth. They were aware of the conflict shown by staff asking for original thoughts and a demonstration of a breadth of approach with the impossibility of being able to achieve this in the time scale allowed for the work to be done, or even because the absence of the necessary reference books available for study prevented this actually happening. Again this paralled the findings of Snyder's work at M.I.T.
Because all m/s had previously had some work experience of some kind, it was of interest to enquire into how they felt about being a student as compared with their previous lives. The answers to question 2. "Did you look upon your work at CCAT as if it were a job?" elicitated the following reactions:
From group a: Yes, I do. I have that attitude to it very much. I'm very serious about it. I try to keep things separate and have a professional attitude.From group b: When I first started I intended to do that. But I've enjoyed it so much that I don't look at it like that any more. I originally intended to do all my work during the day and nothing at night but it hasn't worked out like that.
From group c: Maybe I did to start with. I certainly don't see myself as a student. But it is difficult to see it as a job because you work for yourself so much. I feel I owe something because I've been given money to come here.
These findings help to show how m/s see themselves in relation to their situation as students.
Those in group a. - the critics - were very keen to succeed in this role in which they had no experience and few guidelines to help them establish what was required. Despite their often vociferous complaints they survived the course and did well in the final examinations. It must also be remembered that this group represented a minority within the cohort - 27%. It was probably relevant that many in group b. - the enthusiasts - had had a bad working experience and felt "guilty" in that they were enjoying being a student so much that they gave much more time to their studies than would be required by any job. These jobs were described as undemanding, boring and with no prospects for advancement. The housewives in this group enjoyed the mental stimulation of their work at CCAT but again emphasised the necessity to keep separate their two roles of student and housewife.
Those in group c.- the adapters - came mainly from the older members of the cohort who might be expected to take a less "ambitious" view of their role as student from the viewpoint of the life and work experience which they brought with them to the work at CCAT. Their motivation was mainly non-vocational and the goals they set themselves were not too high, although these tended to rise as they found that they were able to cope with the academic demands of the work. They hoped that this might make up for any disadvantages they might suffer as compared with the s/l such as study skills,a perceived loss of memory and lack of time and money.
An institution such as CCAT is very dependent on its staff to provide an atmosphere that promotes a good working relationship between them and their students. In my own personal experience, both as a mature degree student and working on this research project,I have had much support and encouragement from the staff.
All departments readily agreed to co-operate in my desire to interview one member of the staff. I saw either the tutor in charge of admissions or the head of department once a year over the three years (from October, 1984 - June 1987) in which the research took place. I taped each interview which were adapted to the special requirements of the different disciplines, e.g. Science or Music.
One outstanding feature has been the unanimity of the staff in welcoming a good proportion of m/s among their students. They claimed that m/s raised the standard of work achieved and provided an example to s/l, because of the drive derived from their strong motivation, as the following shows:
M/s have different attitudes to the work from s/l.They are more committed and not so casual as the average s/l. M/s may be open to new ideas. S/l are sometimes very rigid. and Mature students are an asset to the course. They are so highly motivated and are usually good organisers to be able to cope with the work here and their own families.
They were also unanimous concerning the policy of the college towards the admission of m/s onto degree courses. The stress on "evolved" was noticeable in the answers of the staff to the question "Do you think CCAT has a definite policy towards m/s?" The policy of providing an opportunity for m/s to read for a first degree has certainly developed over the years at CCAT. One member of staff described it thus:
The college has an interest in m/s by its own nature. It is designed to meet the needs of an area and we have always had an interest in m/s. It is evolving in f/t and degree courses especially. We make a note of this in our prospectus. while another replied:_ It has evolved by consensus.It is admission policy and we are proud of it.
In 1984 15% of all students on degree courses were m/s, (4O out of a total intake of 27O students), and it is relevant to see how staff perceptions have changed over the span of this project.
All m/s applying to CCAT had personal interviews prior to admission and tutors were anxious to establish whether aspiring students would be able to cope with what staff perceived to be a very demanding course spread over 3 quite intensive years. In 1984 the majority of students were encouraged to take, or already had, one or two "A" levels which entitled them to enter on the same footing as s/l. The "A" level requirement was seen as necessary by all tutors, to provide a standard for judging academic ability. If there had been a long lapse of time between the taking of an "A" level examination and applying for a course, it was usual to advise an applicant that a further "A" level should be attempted. This was also seen as a useful guide to a student's future commitment. The following quotations illustrate changing attitudes:
Tutor in year 1: We usually say do an "A" level first ...One "A" level is enough and O.U.credits are an acceptable alternative.same tutor in year 3: It is developing very fast._ the college is encouraging it and we are opening other routes and a variety of routes at all levels like Access courses... "A" levels will be changing anyway.
similarly: Tutor in year 1: Admission policy has evolved by consensus....we are proud of it. same tutor in year 3: It is quite clear that there will be more m/s. We will have to liberlize our entry requirements. We hope to co_operate with other institutions in Access courses and Return to Study courses in place of "A" levels. This will guarantee study skills.
Few of the staff mentioned the special entry requirement suggested by the CNAA to be applied to m/s. But one member of staff described it as follows:_
We see all those who apply during theprevious year. We do treat m/s sympathetically but it is important to know whether someone can cope with the academic requirements of a course. If they are not already qualified we might ask them to write an essay to show that they are not too rusty, especially those who have a gap between leaving school and now.
The special entry requirement certainly takes more time - interviews with two tutors and an essay to mark - but this can be justified if the staff and applicant can have the confidence that the right decision has been made to accept a place or suggest an alternative line of approach.
In addition, changes are taking place in a greater effort to attract more m/s to f/t degree courses at CCAT. A 1O week "Return to Study" course is now running and a one year "Access" course will soon be available which will be accepted as the equivalent of an "A" level qualification. And as mentioned earlier, a similar course is now available at Peterborough Regional College, which has special links with CCAT. But applicants will still need to have an interview with admission tutors and satisfy them that they will be able to cope with the academic requirements of the course.
One of the worries that m/s have initially is whether they will be accepted by the s/l who are the majority of students. The staff are also aware of this situation; as one staff member commented:
In interviews m/s express worry over a possible problem over integration with s/l. But in practice one sees some s/l join a group of m/s, and generally s/l show concern for m/s. M/s are generally more articulate and on more equal terms with the staff. S/l may feel a bit overwhelmed at first. It is really up to the staff to avoid a potential problem from developing.
The majority of staff maintained that a balanced ratio of m/s to s/l was important in keeping an equilibrium amongst the student body. From this perspective the most commonly held view was that:
I find integration is no problem. Personality is more important than age in this respect. In small tutorial groups it would be wrong to have s/l one s/l among,for instance, three other m/s; but a younger m/s without children breaks up a group of m/s with children. and:Many tutors mentioned that m/s were a bonus in the teaching situation, and that there were specific advantages in having them within the student body. Motivation was mentioned repeatedly as being a factor that stood out as far as m/s were concerned. This can be illustrated by the following comment:-I think the ideal is about 1:4. If the ratio is 5O:5O college life may suffer. If the group of m/s is too big there is no incentive to mix. If a m/s is too articulate, s/l may feel "miffed" and then there might be a problem.
M/s definitely are an advantage to the course. They have a lot
to offer from their work experience and their maturity.
This welcome might also spring from the knowledge that m/s were very strongly motivated and the desire to do well made them potentially into "ideal" students who were most receptive to the staff's efforts in the teaching situation. There was a general agreement that this motivation helped m/s to manage problems that may arise, compensating for the insecurity and lack of confidence that was typical of m/s in the first year of their studies.
The unanimity of the admissions staff may be interpreted as a consensus that emerged from members of a group who administered a college-wide policy on m/s and whose philosophy was to encourage the recruitment of m/s with "much to offer".
However, both the perception and experience of the students during the three years suggested that in practice they could "offer" much less to the course than they had anticipated. M/s claimed that there was little or no recognition of the value of their work or life experience in the admission procedures.
Moreover, during the course they noted ambivalent feelingsfromstaff or s/l when opinions were expressed based on a "real life" situation, as demonstrated in Chapter 4. There may be areas of misunderstanding here on the part of m/s. Tutors may be trying to make m/s look at their subject in a wider context of the academic framework and not make generalisations from a rather narrow field of vision gained from work experience. An emphasis on an academic approach may also alienate those m/s who do not come from a family with a background of educational achievement as described by Bernstein and Davies (1972) where they tried to explain the lack of success of w/c children in education generally. (10)
Whether m/c or w/c, there did appear to be a reluctance on the part of the staff to accept m/s knowledge and skills acquired from their life experience, a point which Evans (198O) has stressed elsewhere.
There was one member of the staff who, contrary to the prevailing view, believed that m/s should be the norm, not the exception, and that their background experience should be drawn on more fully. This was the tutor especially interested in teaching study skills, who argued that:
I personally believe that H/ed. is not for children. S/l should do something after leaving school. My ideal would be 100% m/s on a degree course. Their attitude is different from s/l. They know why they are there, they have a a lot of determination, they are more mature and they know more.
The changes that took place in m/s over the three years were remarked upon by all members of staff. This can be illustrated by a comparison of attitudes of students toward the examinations held at the end of the first year and the way they approached the Final examinations. A Welfare officer said:
M/s find the First Year Examinations more stressful than s/l. They think younger students expect more of them and then they have a position to keep up as well as their own self-esteem to support. Whereas in the Final examinations maturity helps. They seem able to organise themselves better than do s/l. The first year may be frightening because they don't know the standard required. By the third year they know this. We find they help the younger stduents.
and a member of staff said:
M/s do worry about the First Year examinations. There are a variety of reasons. It may be some time since they have done an exam. "Panic" is not related to performance. It may be lack of confidence. In Finals m/s are more likely to have a calmer attitude and are more aware of what's required.
However, some tutors reported that more stress was seen in m/s than in s/l at the approach of the Final examinations. As one said:
Consistently m/s are more anxious about Finals [than s/l] despite a proven track record. There is a feeling of unease. It means more to them, of course, it is a "crunch" event. They invest so much into it.
Further differences of opinion between staff were found when discussing attitudes of students towards continuous assessment which occurs in the 2nd. year. Here more diverse opinions were expressed, such as:
Continuous assessment causes a vast amount of administrative work for staff. It makes people view their written work differently. It makes people write! We get some emormous tomes!. M/s are more prone to it. and: M/s are more conscientious than s/l about getting work in. I would rather they didn't worry too much on marks. People grow and develop.
It was also revealing to hear the views of the Careers Officer, who has worked at CCAT since 1973. In answer to my question "Do you find m/s different from s/l?" he commented that m/s were constrained by personal circumstances which did not apply to s/l. These circumstances may include family and dependents,commitments such as a mortgage or community ties. He claimed that m/s approached post-graduate opportunities with higher expectations than could be "realistically" achieved, which may be because they had invested so much in the course.
He found it necessary to warn m/s about the need to be "realistic" when applying for work considering the restricting personal circumstances they were in. He advised m/s that they might not be offered jobs coming upto their expectations, but that they should be willing to accept a lower paid job with the hope that this would lead to better things in time. However he spoke of how m/s were ready to grasp or create opportunities and were willing to take risks.
In Chapter 5 the reasons for looking at a sample of s/l were explained. In Chapter 6, here, particular concern with the changes and developments that took place over the three years were examined in charting the careers of m/s during that time. It was also necessary to examine the changes experienced both by s/l and m/s so that specific differences as well as similarities between the two groups could be explored. The changing relationship between s/l and m/s was also of interest and illustrated aspects of the development experienced by all students.
The most obvious difference between m/s and s/l was the reason for enrolling on a degree course in the first place. S/l were vague and unsure when I asked them why they had decided to go on into H/ed. I felt at times as though they were surprised that I should ask such a question.The general view was that if one does a two year "A" level course in the sixth form then it was natural to go on to a degree course, apparently without considering an alternative.
It seems that the role of "student" does not have to be "learned" by a s/l. By definition, of course, a s/l who goes straight onto a degree course without a break has had little chance for much contemplation or experience of an alternative approach to f/t study in H/ed.and so the progression from school may seem to be an inevitable pathway.
Two s/l in the sample did take a year off between leaving school and starting a degree course. Both were m/c girls who had taken a variety of short term, unskilled jobs such as being an "au pair" in France, bar work or cleaning jobs. Their attitudes towards the course in general were similar to other s/l who came to CCAT straight from school. The answers received from s/l gave a strong impression that many had drifted onto a degree course without giving it much thought:
It seemed the natural thing to do. or: I didn't know what else to do. and: I wasn't ready to throw myself onto the job market.
The comparison with the extended time for decision making on the part of m/s about whether they should enter H/ed. was marked. But again, the s/l did not have the added burden of family responsibilities or other commitments that make this decision such a momentous one for m/s.
Although no s/l mentioned the unemployment situation, there was a definite leaning towards vocational reasons for reading for a degree, indicating some recognition that a degree might help the chance of employment at the end of the three year course. There was also evidence of an expectation, both from family and peers of s/l, that H/ed. should be vocationally based. These answers typify the the vocational aspects of the responses given by s/l:
I really enjoyed the "A" level course and I hope the degree course will be equally fulfilling and help me in getting a job.or:
I am carrying on with Biology. It will help with getting a job. and: One needs a degree to get a decent job.
Of the 27 s/l seen, representing 1O% of the total intake of degree students for 1984, only one came from the area. As there was no UCCA type of clearing house at that time for colleges such as CCAT, each s/l had to make an individual application for a specific course, and the majority had a personal interview with a member of staff,which was college policy at that time. When asked what made them choose CCAT, such answers as these were given:
It was the only place that would have me.
and:
It was the only course that offered Biology and
Geography.
or:
I didn't have good enough grades for the University.
So, for these students, CCAT did not provide a local need as was the case with m/s. However most s/l expressed the need to leave home and experience some independence away from the environment in which they grew up and went to school. M/s have been through that experience already and had different expectations of what they were hoping to get from a degree course.
In many cases with s/l, CCAT did provide a "fall-back" position, after an applicant had failed entry to the universities of their choice on the UCCA form. For this reason CCAT had a last minute rush of prospective students from those who did not wish to resit the "A" level examinations in the hope of obtaining better grades or to repeat an UCCA application form for entry into H/ed in the following year. CCAT exploited this situation by demanding a high standard of work from s/l. One member of staff told me that:
We have given them [s/l] a second chance and so we ask them to justify our belief in their ability to be able to do the course they have chosen. We get some very good students as a result of this policy. They regain their confidence in themselves, which might have been badly dented.
S/l had the confidence of recent experience of essay writing and examination techniques to bring to the degree course; but many were leaving home for the first time and were having to learn to manage a restricted budget,make new social relationships and live in a strangeenvironment.Nevertheless,the role of "student" was a natural progression from school. M/s, on the other hand, expressed a certain amount of anxiety about their role and how they would be received by s/l, but had the advantages given by support from a familiar and local background, in many cases, as well as experience of work and life in general.
It was the m/s who had to learn a new role, and then co-ordinate the two - that of "student" as well as another from their previous lives.
In the first year there was an element of uncertainty about the relationship between m/s and s/l. Criticism of s/l by m/s was expressed, especially concerning the lack of participation by s/l in the tutorial situation - an aspect of the degree which particularly appealed to m/s.
Because of the pressure of time, m/s were aware of the necessity to organise their working day, and they were inclined to be critical of what seemed to be a lax attitude in some s/l. When m/s found that they were the only ones who had prepared for a tutorial being, on the whole, conscientious students, they might be resentful of the fact. A few m/s felt very strongly about this point and one suggested that this difference was enough to provide grounds for having separate groups of s/l and m/s for tutorials. As some commented:
In seminars they [s/l] don't say much. and: Well, m/stend to dominate. Some young ones are gaining in confidence and talk more. If they come straight from school they are not used to talking.
One difference that did become apparent was the perception of the work load of the course. Nearly all m/s complained about an excessive amount of reading and essay writing if the work was to be achieved at the standard that they thought was necessary, while this was hardly mentioned by s/l.
However the great majority of m/s felt that the mix of ages was beneficial to both sides. One of the changes that took place over the duration of the course was the greater tolerance that each group showed towards the other. During the first term of the second year m/s were making such remarks as:
S/l are more chatty now, and therefore tutorials are more even. I'm not the only personto open their mouth now and it's a more useful contact as a result. and: I found to start with thatit felt like "I don't like you and you don't like me". But last week I forced the issue and we had a little chat in the canteen, and it's alright now. There's a better relationship and the tutorial group works a lot better - there's a new mix, anyhow, this term.
This change clearly stems from the fact that the students had got to know each other and the initial strangeness had worn off, though it was still clear that they saw themselves as separate groups. Strong friendships were almost entirely contained among members within each grouping. The majority of m/s hoped that the relationship between them would improve; as one said:
Differences only exist because we are bred in different generations. In the 6O's political issues were of much greater concern. I find this lot have a very narrow view point. M/s have 12 years or more of experience. There is time for them togrow. I expect the differences will even out overthe three years. Occasionally I cringe.and a s/l said:
There are not many m/s. One isa bit obnoxious, but otherwise I'm not bothered - they're just like us, really.
Field trips, which were a compulsory element of the Geography, History of Art and some Science courses, were seen as a good opportunity for students and staff to get to know each other, both in a working situation and on a social level. One effect that they achieved was to reinforce the role of student for the married m/s especially, when they were removed from the family and the domestic situation, albeit for only a short time. This was felt to affect students and staff equally, as these comments illustrate:
A m/s: It was quite an experience. Inever moaned about the behaviour of the s/l - they were most kind and nice. I learnt quite a lot of practical geography. I workedvery hard on the report and handed it in with an hour to spare.A s/l: I thought the m/s rather hogged all the talking in the tutorials. But when we went on a field trip we got to know them better and one of them now is a great friend.
And a member of staff: Field trips make an ideal setting for s/l, m/s and ourselves to get to know each other better and it makes for a very close relationship to develop whichshows intheteaching situation of tutorials and seminars.
To bring to life some of these findings I conclude with two life histories that were written at the beginning of the third term of the second year. I chose two students whose lives illustrated the varied background from which the cohort came, but who also exemplified the experiences found by many m//s.
1. A was one of the group of middle class, middle aged housewives that comprised 25% of the cohort. She was aged 38, was married to an University lecturer and had three boys who were aged 12, 9 and 6 in 1984. She lived quite near CCAT in a comfortable Edwardian house. Her father was a naval officer and A. attended the Royal Naval School at Haslemere, a girls' Public School, which she left, aged 17, with 7 "O" levels. Then followed eight years of various secretarial positions before marriage. The birth of three boys, managing a household and doing occasional editing work filled her time until the youngest boy started school in September, 1984.
For the first time since she married there was now time available to do something outside the home and fulfil an ambition that she said she realised should have been undertaken much earlier - read for a degree. In order to compete for a job eventually, a qualification would be "absolutely necessary" and the present position of her family provided the opportunity for her to do the course.
To start with A joined a W.E.A. course on "Wider Horizons" which led to a "Return to Study" course at CCAT. She found lecturers friendly and helpful, and with experience of her husband's work at the University of Cambridge, realised that CCAT was more approachable and certainly more supportive for a mature student than was the University. A applied to read for a Geography course with Botany, in which she had some knowledge and a keen interest,as a subsidiary subject. She chose to do this course because Geography would be taught "from scratch" and the scientific base of modern Geography would bridge the gap in other sciences. She did not want to read for an Arts subject as she wanted to do something completely different that "would stretch her". Her husband was encouraging and supportive but her mother-in-law had a different attitude. The latter saw A's role as:
being confined to the home, providing support for her husband and children.The children were rather resentful at first because she did not have as much time for them as formerly, but they eventually accepted this; and her husband continued to be encouraging.
A worked very hard, putting in an average of 15 hours a week at CCAT which included practical work in the laboratory and at least 2O hours weekly in extra study time at home reading for essay writing. With some pride she also coped with the family:
I don't employ an au-pair as do some of my friends, and I don't use convenience foods. It's hard work, but I enjoy it.She won the prize for the best Geography student in her first year; her essay work was always handed in on time (with an hour to spare for a field work report last year) and she organised her work load efficiently in order to fit in her family commitments as well as her work at CCAT. Thus she gave up attending coffee mornings with neighbours as she did before starting the course:
They don't always like it, but it is necessary.
A found that she was forced to be practical and realistic to fit in both family and course work but she had the temperament and commitment to cope with a heavy work load. She had no time or inclination to join in social activities at the college - any spare time was given to the family with its own social commitments - but this meant that the time spent on work was concentrated and used well. Much thought was given to what part of an extensive reading list should be tackled:
Reading for the sake of reading is very difficult for me. I tend to go to sleep!
A enjoyed the work and the widening of her knowledge on a broad base that the course, with its many options, had opened up for her. She realised, however that it had only been possible for her because of a "secure family base" which had given her the support which she needed.
Before the course started her ambition was to do a course in the History of Art and obtain a post with an organisation like the National Trust; but her outlook and prospects have changed by undertaking this degree course, although the future is still uncertain. A teacher-training course was one of the possibilities that A thought she might undertake. The main criticism that A had of the course was the lack of support in the first term.
One is left to flounder a bit about how one is doing or the standard of work required.
She felt that a two-way criticism between lecturer and student would have been helpful.
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In contrast to this account, the second case taken from the cohort highlighted a rather different set of experiences:
2. B was a 32 year old man from the north of England. He came from a working-class background - his father worked in the same factory for 40 years - and he left the local comprehensive school at 17 with 1 "O" level (obtained by a CSE grade 1) and with little confidence in his own academic ability. Spelling was always a problem and he was a slow reader.
B had 14 years experience in a variety of jobs as a garage attendant, tyre fitter and as a carpenter. Then a back injury put an end to manual work. His marriage came to an end but, with the encouragement from a new partner who was a teacher, he started to attend an "A" level evening class in his locality. Here he found a new delight in creative writing and applied to do the English/European Thought and Literature degree course at CCAT with some apprehension.
I feel apprehensive about every part of it.
were his feelings at the first interview before he started. His family were unable to appreciate his interest in higher education except for one brother who was enthusiastic; but he has not regretted taking this decision. He has found the work difficult saying that finding time to do all the reading he wanted to do was hard, but staff have been helpful and study skill classes were useful. He found the examinations at the end of the first year were a worry, but in the event he achieved a comfortable pass mark in the middle fifties. B found the differences between himself and the s/l to be more than he expected.
As one gets older the differences become more marked. I am too critical of myself and ask too many questions, although one tries to think back towards one's own adolescence.
He also found that there was no awarenes of the contrasts between north and south [ of the country ] within the college, and no credit was given for life experience which he personally found helped him with the course. Lecturers warned him about trying to work too hard and the advice he found most useful was to:
Get your essay in _ it's not going to be published!
Like many m/s, he had a trait of perfectionism and set himself a very high standard. This was demonstrated by the number of hours of extra work he put in - 36 - according to the diary sheet he filled in for me. He described his feelings about the changes that have happened to him because of doing the course in the following manner:
In the first year it was like being thrown into a raging river, whilst in the second year it was like wading into the shallows.
B took a full part in the social activities of the college, was an active member of the Philosophy and Literary societies and was planning to edit a student poetry journal in September,1986. He favoured Continuous Assessment as part of the course because of his hatred of examinations which stemmed from a bad school experience. He described examinations as a:
quick memory test - a test of memory, not knowledge.
From this point of view he criticised the fact that there were no hand-outs from lecturers, as he found that he had difficulty in writing notes quickly enough and missed points he would have listened to if a hand-out had been provided for future reference. His confidence had been boosted by the steady rise in marks he had maintained for essays, now in the lower 6O's. He said:
As a newcomer to H/ed. and with a gap of 15 years, I am pleased.
B had no regrets about embarking on a degree course. It enabled him to do what he wanted to do and explore the enjoyment in education which he first experienced in evening classes in his home town. With an eye to the future, B was thinking about the possibility of doing a post-graduate course in teacher-training when he had finished this three year degree course at CCAT.
The almost universal lack of confidence observed in this cohort at the beginning of the course may have been caused by the perception that m/s were going to be taking a role usually associated with much younger people and one which might appear to be inappropriate for an adult. Moreover,this new role would have to be learned and there seemed to be no guide lines to help. Most of these m/s had never met somebody of their own age embarking on such an undertaking; they had no "role-model" to follow.
The question of role identity had not been forseen as a problem by those m/s starting a first degree course designed primarily for s/l, although many were apprehensive about their situation as adults in an activity which was largely associated with late adolescence - a period which they had already gone through.
In order to cope with this problem the majority of m/s found it was necessary to keep the two roles they were playing separate - their m/s role at CCAT and the "adult" role in the home or away from CCAT. This separation was more marked in those who had family responsiblities who made up the majority in this cohort.
The single students of both sexes were among the younger m/s and identified more easily with the s/l and the role of student. A certain embarrassment felt by some m/s at an apparent incongruity of being a middle-aged student was emphasised by the reactions of family and friends.
Male students were made aware by outside social pressures that a drop in income was a considerable burden to bear. The worry of being able to keep up mortgage repayments, for example, was an ever-present strain. The hope of enhanced career opportunities at the end of the course helped to sustain them.
The categorisation of respondents into those who were critical of the course, those who were enthusiastic about it and those who adapted to the demands made upon them, was developed.
These groupings remained almost unchanged throughout the three years but the varying attitudes used did not seem to make any difference in how the m/s coped with the problems that they found.
The critics hoped that some of their ideas for improving the course, which would help s/l too, might be put into practice. It was their initiative that led to some lecturers providing a "hand-out" to those who attend a lecture so that note-taking at the time is unnecessary.
The enthusiasts kept up the level of their enthusiasm and the majority of theme hope to go onto further studies e.g. post-graduate teacher training or a higher degree.
The adapters, who tended to be among those who were less conforming to the demands of tutors, found that the added confidence gained from the course enabled them to continue to study in the way that suited them best personally, and reinforced their own self-reliance in their ability to cope with the course.
All m/s found it necessary to be well organised to be able to cope with the dual role of student and life outside the college, but felt that the effort was worth while for the benefits they received from the course. The great majority would advise prospective students to be aware of the time needed to get the most advantages and enjoyment out of the time spent as students at CCAT, but to go ahead if the opportunity presented itself.
Those who had the support and encouragement of their families acknowledged the difference this made. Some said that it would have been impossible for them to have managed without it.
The founding of the Mature Student Club could be seen as an effort on the part of m/s to reinforce the perception of themselves as separate and different from s/l. The mutual support and sharing of similar problems found within this organisation helped them to find an acceptable role within the student body.
Staff also welcomed the presence of m/s for their evident commitment and high motivation. It was acknowledged that m/s helped to maintain a higher academic standard within the degree course because of their presence. The fears expressed by the Careers Officer at CCAT about the problems caused by lack of mobility for women when looking for work after the course had finished was not in evidence within the cohort itself. All eventually expected to build on the experience gained by being a degree student, although most were realistic in acknowledging that it might take longer than if they were geographically more mobile. The advantages of having survived a hard three years of work were thought to far outweigh the disadvantages of a diminished income and a complete absence of any spare time.
The longitudinal approach of this research enabled a number of changes to be observed. Gradually, as they successfully negotiated the academic requirements of the course - the first year examinations, continuous assessment and essay assignments - confidence built up. By the time of the final examinations mature students felt that they knew what was expected of them and were able to rise to the necessary academic standard. The fact that only one student "dropped out" appeared to speak well for the admission procedures adopted by the staff at CCAT when dealing with mature students, i.e. they had chosen those that they perceived could "cope" with the academic and social demands of the course. Alternatively, it may suggest that most mature students successfully adapted to what, at first, may have been perceived as a personally challenging experience but which became, especially in the first year, a threatening, institutional environment.
Familiarity with the institution and their fellow students helped to remove some of the apprehension that was initially felt and criticism of school leavers fell away. The majority reported an awareness of the benefits arising from the mix of ages and backgrounds found on the course and felt that they had a useful contribution to make.
1. Ryder,N. in Bulmer,M. (ed.)1977. Sociological Research Methods. Macmillan. 2. See Chapter 5 p. 101. 3. Examination results awaited. 4. See Chapter 2 p. 26 5. See Challis, R. "Experinces of M/s" Chapter 2 p.18 6. Roger,J. 1977. Adults Learning. O.U. 7. Rogers,C. 1979 Freedom to Learn. 8. See Chapter 2 p.13 9. See Chapter 3 p.40.
Contents Page | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | Chapter 6 | Chapter 7 | Chapter 8 | Chapter 9 (appendices)