1. Research on adults in Higher Education: Who benefits? Lesley Adshead and Anne Jamieson Birkbeck, University of London 4-6 th July 2006 Leeds

2. 2 Education and the Adult Years Aim of Study To find out more about the characteristics and experiences of a cohort of mature students newly registered at Birkbeck, University of London, Faculty of Continuing Education in 1999

3. 3 A two phase study Phase1: 2000-2001 Questionnaire survey of 1600 students newly enrolled on certificate and diploma courses at Birkbeck Faculty of Continuing Education in 1999 In-depth ‘life history’ Interviews with sub-groups of students Focus groups with ‘typical’ FCE students

4. 4 Phase 2: 2005-2007 Follow-up postal questionnaire to the 520 students from phase 1 who had agreed to further contact Interviews (next stage)

5. 5 Focus of surveys Participation in formal study (phases 1 and 2) Motives for study at BBK (phase 1) Triggers for study at BBK (phase 1) The experience of study at BBK (phase 1) Life course events and impact on study Outcomes of study (phases 1 and 2)

6. 6 A life course perspective Combining the results of phase 1 and 2 we have tried to take a longitudinal perspective and track the students’ participation in education over an 11 year period 1994-2005 and also relate it to major life course changes and events experienced by them during that period

7. 7 Questions explored at phase 2 1. Is it possible to map different routes taken by students? Or to identify ‘types’ of learners? 2. What are the characteristics of students associated with different routes? 3. What are the motives for study associated with different routes? 4. What are the outcomes of study associated with different routes?

8. 8 Some key findings 82% of respondents continued to study after their BBK course and 47% of respondents studied continuously during 2000-2005 Older learners were the most likely to have been in continuous study (60% of the over 60’s)

9. 9 Findings… 42% of respondents had also been in regular/ continual study during 1994-1999 High level of regular participation in formal study over 11 year period Tentative identification of ‘types’ of learners

10. 10 Findings: ‘Types’ of learners ‘ Ongoing learners ’ : regular or continual study over 11 year period. Study as part of lifestyle. (N=103) ‘ Resumers ’ : no study before BBK but had since studied continuously (N=17) ‘ Intermittent learners ’ who had dipped in-and- out of formal study (N=60) ‘ One-off learners ’ who had done no formal study before or after Birkbeck in 1999 (N=10)

11. 11 Typical patterns of study of different types of learners 1994-199999/002000-2005 1994-199999/002000-2005 1994-199999/002000-2005 1994-199999/002000-2005

12. 12 Characteristics: Ongoing learners N=103 71% female, 90% white, 19% parents 26% under 40, 46% 40-59, 28% over 60 66% educated to degree level or above (35% PG) 54% employed, 27% retired, 6% unemployed, 13 % out of workforce (other) 55% managerial / professional background

13. 13 Characteristics: intermittent learners N=60 70% female, 85% white, 28% parents 33% under 40, 42% 40-59, 25% over 60 50% degree or above ( 21% PG), 24% O level or no qualification 68% employed, 23% retired, 3% unemployed, 5% out-of-workforce (other) 38% managerial/professional background

14. 14 Characteristics: one-off learners N=10 60% female, 60% white, 50% parents 20% under 40, 70% 40-59, 10% over 60 40% educated to degree level or above (20% PG) 90% employed, 10% out of workforce 37% managerial/professional background

15. 15 Motives for study 66% of ‘intermittent learners’ said that getting a qualification was important, compared to 28% of ‘one-off learners’ 47% of ‘intermittent learners’ cited work related motives as important. No one in ‘one-off learners’ group said work related motives were important. 78% of ‘ongoing learners’ said social reasons were important motives for studying, 67% of one-off learners cited this.

16. 16 Triggers for study Encouragement by family was a powerful trigger for study across all groups (17%) but especially amongst the ‘one-off learners’, 40% of them cited this as trigger.

17. 17 There was a significant association between family encouragement as a trigger for study and subsequent non-study (p=0.001) 38% of people citing this as a trigger did no further study compared to 13% who did not cite it.

18. 18 Outcomes: qualifications Intermittent learners: 38% gained qualifications, (5% modules only,15% cert/dip, 15% degree+, 3% other) Resumers: 48% gained qualifications, (12% modules only,18% cert/dip,18% degree+) Ongoing learners: 67% gained qualifications (22% modules only, 22% cert/dip,17% degree+, 6% other)

19. 19 Occupational Outcomes ‘Intermittent learners’: 17% new skills, 2% job promotion, 7% new job, 3% expects new job in future ‘Resumers’: 35% new skills, 6% job promotion, 18% new job,18% expects new job in future ‘Ongoing learners’: 26% new skills, 2% job promotion, 9% new job, 4% expects new job in future

20. 20 Outcomes : wider benefits of learning All groups reported a range of wider benefits. (Mean number cited was 3.1) Made me feel better about self 65% Helped me make new friends 57% Helped me enjoy my leisure time more 51% Helped improve my mental health 49%

21. 21 Conclusions and Discussion Quantitative findings highlight high levels of participation over time. Majority of these ongoing learners are white, middle aged, middle class and already very well educated. Case is not strengthened for public funding within context of current policy framework of tangible outcomes and widening participation.

22. 22 Just leisure learners then? Qualitative findings from phase 1 revealed a complex picture of the outcomes of formal study: Dealing with trauma Challenging prejudice about sexuality Climbing ‘out of the gutter’ Coping at end of life Bridging the generations

23. 23 Who benefits from research like this? Who is receptive to this kind of research in current climate?