There has been a significant decline in mature learners studying part-time across the sector. This is a priority area for OfS, which was highlighted in both their recent annual review, and features in their Equality and diversity objectives (2018 to 2022).
As recent article published in THE highlights that the sector must look at how we address the decline in mature learners, which can represent some of the most disadvantaged members of our society.
“They are more likely than full-time students to be on low household incomes, to declare a disability, to possess low or alternative prior entry qualifications and to be the first in their family to engage with higher education. Most part-timers will be limited to provision local to where they live and work, so are the group potentially most aligned with a university’s role in civic engagement.”
There is an assumption by some HE providers that potential learners are all young, and want to study full-time. Therefore provision is not designed to fit the needs of the diverse potential mature part-time learner market. They often need to balance studying with a number of other commitments such as work and childcare.
"This is an indictment of policies that all too often assume that potential students are all young and all crave full-time study, and that it is enough to raise attainment in schools so that a few more rough diamonds qualify to enter selective universities."
To attract mature part-time learners, we need to think about different approaches to outreach activities, as these learners will not be reached through traditional partnerships with schools.
“Personal doubts were very common among my interviewees, reflecting both impostor syndrome and feeling like “fish out of water”… The poor learning experience of part-time students also emerged in their interviews, with inflexible institutions reported as imposing systems designed for full-time students.”
What SEER has seen from many of its members, and other new and smaller providers, is greater flexibility in how higher education can be delivered and different approaches which appeal to mature learners. Your provision is designed to meet their needs, and the intimate settings can offer a more supportive environment for those students that may lack confidence or feel they won’t ‘fit in’ in other settings.
As part of our work in SEER, we will be looking to better capture the effective practice taking place within our member institutions on flexible provision and supporting mature learners, so we can help to inform and develop the policy debate in this area.