Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.1/7083
Título: Access is not enough: perspectives of mature students? and professors of the Universities of Aveiro and Algarve
Autor: Monteiro, Rute
Quintas, Helena
Gonçalves, Teresa
Ribeiro, Carlos Miguel
Fragoso, António
Data: 2013
Citação: Monteiro, Rute Cristina Correia da Rocha. Access is not enough: perspectives of mature students? and professors of the Universities of Aveiro and Algarve. Trabalho apresentado em Non-traditional students in Higher Education: Looking beyond (in) success and dropout. In Ribeiro, C. M; Gonçalves, T., Quintas, H.; Monteiro, R. & Fragoso, A. (2013). Access is not enough: perspectives of mature students? and professors of the Universities of Aveiro and Algarve. In Doutor, C., Gonçalves, T., & Fragoso, A. (orgs.), Non-traditi, Faro, 2013.
Resumo: The introduction of Law 64/2006 allowed creating alternative forms of access to Higher Education (HE), leading to a significant increase of mature students at Higher Education Institutions (HEI). From the academic year of 2006/07 on, Portuguese HEI implemented an alternative access to students with 23 years old or more. These mature students could apply even without completing their secondary studies. After a written test that includes a general and a specific scientific component (done and evaluated by the university staff), the professional experience and training of the students are assessed, and an individual interview is conducted. In Portugal more than 86.000 mature students were approved since the year of 2006 by the HEI; despite the fact that a lesser number of students are effectively enrolled in HE (GPEARI/MEC, 2011). It seems a fact that access was made easier to students that traditionally were not at the university. But easier access means little if nothing is done to tackle the traditional problems of drop-out and retention that are commonly associated to non-traditional students in HE. It is time, therefore, to go beyond access and get a deeper understanding on the main obstacles mature students face while in HE, or how they perceive the factors that influence both the learning and the teaching processes. This will allow us to produce some recommendations to improve mature students’ academic success.
Peer review: yes
URI: http://hdl.handle.net/10400.1/7083
Aparece nas colecções:ESE3-Livros (ou partes, com ou sem arbitragem científica)

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