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Findings

Phase One

Teaching and Learning

Students became well integrated into groups and felt that this provided them with a potential for learning. They recognised the benefits of studying in mixed age groups.
The different teaching styles were perceived as important in the learning process.
Some students felt they had insufficient autonomy and there was a restraint on discussion and little scope to develop confidence and independence.
Some evidence of over-dependence on tutors.
Problems arose in understanding of learning outcomes.
The majority of students had problems with the workload, which was greater than expected.
The evidence suggests that the majority of students developed skills of independent and critical thinking.
Guidance
Most students considered pre-course guidance good.
Late starters felt they were pushed into studying modules that needed filling up.
Students were satisfied with Induction and taster weeks.
On-going guidance was satisfactory.
There is evidence of a positive build up of peer support systems.
The role of family had a significant impact on retention and achievement.
Personal change and self identity
The global lifelong learning agenda gave shape and relevance to the personal experiences of students.
Some students experienced feelings of control and transformed biographies.
Students unable to cope with personal change sometimes chose to leave the course.
75% of women on the course recognised a changed self-image due to increased independence from male partners.
Men were more inclined to develop their identity through peer group relationships.
Asian women retained their old identity at home but allowed their new identity to emerge when attending their place of study.
Retention of young Asian men was low due to lack of family encouragement and employment commitments with their family business.

Phase Two

Motivation

The majority of students interviewed were initially prevented from entering further or higher education by their parents or family circumstances.

The women particularly suffered from their father's belief that education was not for girls; they also felt they lacked the academic ability to succeed.

A significant number of students joined the Access course without any firm intentions about progression but in a relatively short time, most had decided what they wanted to do at undergraduate level.

The most frequently occurring motivating factor for returning to education was a crisis brought on by some kind of life-transition, for example divorce, illness or being made redundant.

Family Learning and Social Capital

We found that family relationships played a significant role in the success or otherwise of the adult learner's educational experience.
Recent research suggests the traditional family is under threat; many of the students interviewed did not live as a traditional family; many were either divorced, living as a single parent or living with a partner.
However, our research suggested that, where they existed, high levels of trust between students and family members or partners played a major role in retention and progression.
Analysis of the interview scripts revealed that relationships with friends made on the course appeared to be becoming a substitute for family relationships.

Retention

The students, when asked directly why students withdraw from access courses, put forward external reasons, but rarely in isolation. They suggested financial constraints as one of the reasons for drop out, but in almost every case, combined with other factors.

They also gave work load, falling behind with their work, stress of being on benefit, not getting the course they wanted, finding themselves on the wrong course. and feeling a failure as contributory causes.

If they felt they were achieving, however, and had a good relationship with their tutors, they would stay on the course despite other problems.

Difference

The findings support the theory that women live their lives according to a morality of responsibility, care and inter-dependence. The majority of the women displayed an empathetic and caring attitude to others, whereas the men operated on the lines of justice, separation, autonomy and individuality.

All the women mentioned at least once their need for support from those around them; the men, however, for the most part disliked the idea of relying on others. They liked to be independent and felt threatened by loss of control.

There was also overwhelming evidence in the responses of the majority of the women interviewed of the benign influence of an ethic of care on the education of the next generation.

Evidence was also found of the harm that can be done by a hostile attitude from others, or even a lack of empathy, to an adult returning to education.

Phase three

Perception of their experience of University:

On the whole, the students enjoyed their experience and were appreciative of the service they had received. They were critical of the library provision, and the lack of computers, and the lack of support for the Combined Subject Programme students.

Gender differences

There were as many similarities between the women and men as there were differences; however, there were some patterns of difference noted.

• Men worked autonomously, whereas women learnt more through interaction with others.
• Women tended to be more anxious than men when learning, more women than men preferred a problem-solving approach to teaching.
• All the women preferred a relaxed style of teaching, whereas - 15% of men preferred an authoritarian style.
• Men talked more in the classes, but women tended to do better in written work.
• Women used a wider range of resources than men