Anne Jamieson

Higher education study in later life: what is the point?

This article reports a study of older people in higher education, their socio-economic characteristics and the motivations and reported benefits of their studies. Whilst research on older learners is growing, particularly the benefits of the learning process itself, little is known about those who engage in higher education study. The findings are reported of a survey of graduates from the two UK higher education institutions that specialise in part-time study provision. The study population is distinctive in two respects: their participation in the accreditation process and that they complete with a formal qualification. It is shown that, whilst a sizable proportion of the middle-aged and older students are well-off and well educated, there is also considerable heterogeneity and that many are making up for opportunities lost earlier in life. A substantial proportion of the ‘middle-aged’ graduates still saw qualifications as a pathway to enhanced employment opportunities, whereas the older graduates placed more weight on wider benefits. The qualification was seen as an important aspect of their chosen study. Using the responses to qualitative interviews, the article explores the role of the qualification in the lives of the older graduates, and illustrates how this particular kind of study is an element of their strategies to manage the transition from work to retirement, and to make life in retirement more meaningful.

The benefits of higher education study for part‐time students

This article presents findings from a study of mature part‐time students and their reported benefits of study. It is based on data from a questionnaire survey of graduates from two major – but very different – providers of part‐time higher education: Birkbeck, University of London and the Open University. Response items were grouped within a ‘three capitals’ framework: human, identity and social capital. The first part of the analysis presents the distribution of responses within this framework, and the relation between benefits in terms of these capitals. The analysis shows considerable benefits in all the areas. Further, the patterns of benefits reported by the respondents from the two institutions were remarkably similar. The second part of the findings, based on a regression analysis, explores associations between benefits reported and the characteristics of the respondents and subject studied. Again, there were significant similarities between the two populations.

Against the Odds: Pathways of Early School Leavers into University Education: Evidence from England and New Zealand.

Adults who left school early are generally under-represented as participants in education later in life. However, some ‘buck the trend’ and this article examines the experiences and motivations of early school leavers in New Zealand and the UK, using information from two studies of adults on university-level courses. The findings from both these settings reveal remarkable similarities in a number of ways. The analysis shows that internal motivation is important, as are contextual factors, both cohort-based and relating to personal circumstances at specific life course stages. On the basis of an analysis of qualitative interview material, a typology is developed of different early school leavers, which links circumstances around school leaving with the processes of re-entry to education. The complexity of factors at work is discussed with reference to age, cohort and gender, using a life course perspective. It is suggested that a focus on those who ‘succeed’ against the odds constitutes a fruitful way forward in developing our understanding of what motivates adults to study.

Higher education, mature students and employment goals: policies and practices in the UK

This article considers recent policies of Higher Education in the UK, which are aimed at widening participation and meeting the needs of employers. The focus is on the growing population of part‐time students, and the implications of policies for this group. The article takes a critical perspective on government policies, using data from a major study of mature part‐time students, conducted in two specialist institutions in the UK, a London University college and a distance learning university. Findings from this study throw doubt on the feasibility of determining a priori what kind of study pathway is most conducive for the individual in terms of employment gains and opportunities for upward social mobility. In conclusion, doubts are raised as to whether policies such as those of the present UK government are likely to achieve its aims. Such policies are not unique to the UK, and lessons from this country are relevant to most of the developed world.

Educational Decision-Making: Rationality and the Impact of Time.

Abstract This paper explores educational decision-making within a life course perspective. It draws on interviews carried out with 34 people, ages 30–81, as part of a longitudinal study into educational experiences of part-time mature students in continuing education at a London university. It considers to what extent their decisions about study are technically rational, as assumed in much policy making. The key focus is on whether there is any evidence that adults become increasingly agentic and rational as they progress through the life course. Our findings suggest that educational decision-making does shift from decisions in young adults being heavily influenced by others, to more autonomous and rational decisions in later life. However the picture was complex with more heterogeneity discernable in mid life, as the effect of structural factors became more evident, especially in the ways choices related to gendered career and family roles.

Education and the quality of life in later years

This article explores the benefits to older people of participation in formal study, and considers these in the context of the general debate about the constituents of quality of life. It is based on a study of older students who attended extra‐mural type classes at a London University college. The findings of a postal questionnaire survey are presented as context for a discussion of in‐depth interviews with a selection of participants. Illustrative case studies are presented, highlighting the discourses related to the benefits of study and their meanings in the different lives of the individuals. The second part of the analysis links these findings to issues related to the measuring of quality of life. It is argued that while the emotionally based concerns of individuals often figure most highly in their definition of quality of life, their need to spend time meaningfully is an additional, important dimension. Thus, formal study ‐ through the process itself as well as its outcomes ‐ plays an important ro...

Learning in Later Adulthood: Transitions and Engagement in Formal Study.

This paper addresses the question of benefits of education from a life course perspective. Using data from a study of 1600 students (response rate 48%) on an open access program at a London University college, it explores educational activity within the framework of a transitions model. In addition to the quantitative evidence, the article uses material from interviews to illustrate how different aspects of educational activity help individuals cope with transitions. This approach, while clearly not covering all possible education contexts, offers a way of adding to our understanding of the benefits of study in mid- and later-life.

Retirement, learning and the role of Higher Education

Abstract This article brings together some of the main findings from research on older learners, conducted and published by the author over a period of 10 years. This research investigated the characteristics, motivations and benefits of formal learning. The samples were drawn from among both students and graduates from a London university. Data were collected both through questionnaire surveys, including a follow-up study, and life history interviews. The material collected was analysed in a variety of ways, building up a picture of the meanings of formal learning for different individuals and at different points of the life course, including retirement. The author, having herself retired and become ‘an older learner’, ends with a discussion of the meanings of learning in her own retirement, in the context of her research findings.

Reflections by a gerontologist

Purpose – The purpose of this paper is to offer some insight into how an individual enters a career as a gerontologist. Design/methodology/approach – The paper is an invited opinion piece and comment based on the authors experience and career choices. It is a brief autobiographical account focused on occupational opportunities and the influence of family commitments. Findings – Career choice can often be a mix of opportunity and chance. Having good colleagues and a supportive research community is the secret to success. Retirement for an active professional brings further opportunities to learn new skills and knowledge. Originality/value – Personal insights from professionals at the height of their career can help young researchers understand what it means to take opportunities when they arise.

Age, Social Care, and the Politics of Old Age

Book reviews: Rostgaard, T. and T. Fridberg, Caring for Children and Older People - a Comparison of European Policies and Practices (reviewed by Anne Jamieson); Glendenning, C. (ed.), Rights and Realities. Comparing new Developments in Long-term Care for Older People (reviewed by Anne Jamieson)