On Being Successful in UK Tertiary Education: A Lifelong Learner's Perspective
Nicolls, Barbara (2021) On Being Successful in UK Tertiary Education: A Lifelong Learner's Perspective. In: Adults in the Academy: Voices of Lifelong Learners. Critical Issues in the Future of Learning and Teaching (20). Brill, pp. 65-73. ISBN 978-90-04-50640-4
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Abstract
The impact of the Widening Participation (WP) agenda in Higher Education (HE) is evident in the increasing numbers of under-represented groups of students accessing learning opportunities: adult learners from low socio-economic status backgrounds, low-income households and from Black, Asian and Minority Ethnic (BAME) groups (National Union of Students (NUS), 2012; Office for Students (OfS), 2020), and students whose first language is not English. These learners often bring with them experiences and expectations that can significantly affect their educational needs, and progress. Understanding the characteristics of the 21st century adult undergraduate and post-graduate students, can help HE providers design accessible and inclusive learning opportunities that transform lives and nurture abilities to succeed and ultimately change their world. I argue that underpinning the learning opportunities by the principles of Andragogy (Knowles, 1978), HE providers can address the range of situational, institutional, and dispositional barriers (Cross, 1981) that the adult learners encounter.
| Item Type: | Book Section |
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| Keywords: | Adult learners, access, success, barriers, andragogy |
| Depositing User: | RED Unit Admin |
| Date Deposited: | 05 Nov 2021 10:52 |
| Last Modified: | 01 Dec 2021 10:37 |
| URI: | https://bnu.repository.guildhe.ac.uk/id/eprint/18461 |
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