Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.1/7071
Título: The transition of mature students to higher education: challenging traditional concepts?
Autor: Monteiro, Rute
Fragoso, António
Gonçalves, Teresa
Ribeiro, Carlos Miguel
Quintas, Helena
Bago, Joana
Fonseca, Henrique
Santos, Lucilia
Palavras-chave: Higher education
Mature students
Barriers to learning
Data: 2013
Editora: Niace - National Institute of Adult Continuing Education
Citação: Monteiro, Rute Crisitna Correia da Rocha. The transition of mature students to higher education: Challenging traditional concepts?, Studies in the Education of Adults , 45, 1, 67-81, 2013.
Resumo: The Bologna Process, recently implemented in Portugal, has brought many changes to higher education institutions. One of these changes refers to a law that enables mature students (23 years and older) to gain special access to higher education, taking into account their professional experience and other biographical elements. The numbers of non-traditional students are therefore increasing in our country, making our academic population more diverse. We designed a research project to investigate the special circumstances of non-traditional students in our institutions and to provide recommendations that should improve their academic lives. In this article, we describe survey results, focus-group interviews and life histories and use them to understand the transition of mature students into higher education. Our results include interpretations of the factors that students view as barriers to their participation in higher education, the importance of peer support, and reflections on life histories that provide greater insight into the transitional process. Although several barriers were identified by mature students, there is also a positive impact from transition. It is clear that transition today is no longer punctual or linear either in time or space. We should therefore challenge traditional views of the transition concept, in which students are considered to be a problem to higher education institutions, because this diverts attention away from the responsibilities of those institutions towards facilitating change.
Peer review: yes
URI: http://hdl.handle.net/10400.1/7071
ISSN: 0266-0830
Versão do Editor: http://www.ingentaconnect.com/content/niace/stea/2013/00000045/00000001/art00006
Aparece nas colecções:ESE2-Artigos (em revistas ou actas indexadas)

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