Nontraditional University Students: Characteristics and the Potential for Delayed Participation

Vol.24,No.1(2019)
Studia paedagogica

Abstract
The paper addresses the topic of so-called nontraditional students in tertiary education. We first explain why we believe it is important to examine the topic by referring to changes in the broader social context. More specifically, we focus on transformations of the traditional form of university study and individual life paths. In this context, the paper shows that nontraditional students can be defined with the help of a break in their educational path after finishing secondary school. Using research published primarily abroad, the paper answers the following questions about the group thus defined: (1) what our subjects' motivations are for entering higher education, (2) what the specifics that characterize this transition are, and (3) what is typical for these students' study. The paper thus provides a perspective on nontraditional students as a growing group with the potential to significantly enrich tertiary education.

Keywords:
nontraditional students; university students; lifelong learning; tertiary education; career path; life path
References

[1] Amundson, N., Parker, P., & Arthur, M. (2002). Merging two worlds: Linking occupational and organisational career counselling. Australian Journal of Career Development, 11(3), 26–35. | DOI 10.1177/103841620201100314

[2] Askham, P. (2008). Context and identity: Exploring adult learners' experiences of higher education. Journal of Further and Higher Education, 32(1), 85–97. | DOI 10.1080/03098770701781481

[3] Barrow, R., & Keeney, P. (2001). Lifelong learning and personal fulfillment. In D. Aspin, J. Chapman, M. Hatton, & Y. Sawano (Eds.), International Handbook on Lifelong Learning (s. 53–60). Dordrecht: Springer.

[4] Bauman, Z. (1995). Úvahy o postmoderní době. Praha: SLON.

[5] Bourgeois, E., Duke, C., Guyot, J. L., & Merrill, B. (1999). The adult university. Buckingham: SRHE and Open University Press.

[6] Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57(2), 141–158. | DOI 10.1177/0741713606294235

[7] Daiva, T. (2017). The concept of nontraditional student. Vocational Training: Research And Realities, 28(1), 40–60.

[8] Davies, P. (2001). For me or not for me? Fragility and risk in mature students' decision‐making. Higher Education Quarterly, 55(2), 185–203. | DOI 10.1111/1468-2273.00182

[9] Dvořáčková, J., Pabian, P., Smith, S., Stöckelová, T., Šima, K., & Virtová, T. (2014). Politika a každodennost na českých vysokých školách: Etnografické pohledy na vzdělávání a výzkum. Praha: SLON.

[10] Entwistle, N. J. (1997). The approaches and study skills inventory for students (ASSIST). Edinburgh: Centre for Research on Learning and Instruction, University of Edinburgh.

[11] Eppler, M. A., Carsen-Plentl, C., & Harju, B. L. (2000). Achievement goals, failure attributions, and academic performance in nontraditional and traditional college students. Journal of Social Behavior and Personality, 15(3), 353–372.

[12] Farrell, G. M., & Mudrack, P. E. (1992). Academic involvement and the nontraditional student. Psychological Reports, 71(3), 707–713. | DOI 10.2466/pr0.1992.71.3.707

[13] Francois, E. J. (2014). Motivational orientations of non-traditional adult students to enroll in a degree-seeking program. New Horizons in Adult Education and Human Resource Development, 26(2), 19–35. | DOI 10.1002/nha3.20060

[14] Gee, J. P., Hull, G., & Lankshear, C. (1996). The new work order: Behind the language of the new capitalism. Sydney: Allen & Unwin.

[15] Gilardi, S., & Guglielmetti, C. (2011). University life of non-traditional students: Engagement styles and impact on attrition. The Journal of Higher Education, 82(1), 33–53. | DOI 10.1353/jhe.2011.0005

[16] Ginzberg, E. (1984). Career development. In D. Brown & L. Brooks (Eds.), Career choice and development: Applying contemporary theories to practice (s. 172–190). San Francisco: Jossey-Bass.

[17] Hlaďo, P., & Ježek, S. (2018). Measurement of career-specific parental behaviors perceived by Czech adolescents. Studia paedagogica, 23(2), 101–135. | DOI 10.5817/SP2018-2-7

[18] Hoyert, M. S., & O'Dell, C. D. (2009). Goal orientation and academic failure in traditional and nontraditional aged college students. College Student Journal, 43(4), 1052–1061.

[19] Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). 'A real rollercoaster of confidence and emotions': Learning to be a university student. Studies in Higher Education, 33(5), 567–581. | DOI 10.1080/03075070802373040

[20] Chung, E., Turnbull, D., & Chur-Hansen, A. (2017). Differences in resilience between 'traditional' and 'non-traditional' university students. Active Learning in Higher Education, 18(1), 77–87. | DOI 10.1177/1469787417693493

[21] Jarvis, P. (2004). Adult education & lifelong learning. London: Routledge Falmer.

[22] Jinkens, R. C. (2009). Nontraditional students: Who are they? College Student Journal, 43(4), 979–987.

[23] Justice, E. M., & Dornan, T. M. (2001). Metacognitive differences between traditional-age and nontraditional-age college students. Adult Education Quarterly, 51(3), 236–249. | DOI 10.1177/074171360105100305

[24] Kasworm, C. E. (1990). Adult undergraduates in higher education: A review of past research perspectives. Review of Educational Research, 60(3), 345–372. | DOI 10.3102/00346543060003345

[25] Keller, J., & Tvrdý, L. (2008). Vzdělanostní společnost? Chrám, výtah a pojišťovna. SLON.

[26] Kvitkovičová, L., Mareš, J., Širůček, J., & Lacinová, L. (2016). Vynořující se dospělost v životní doméně studia a světa práce: Mezi vysokou školou a prací. In L. Lacinová, S. Ježek, & P. Macek, Cesty do dospělosti: Psychologické a sociální charakteristiky dnešních dvacátníků (s. 75–92). Brno: Masarykova univerzita.

[27] Lacinová, L., Ježek, S., & Macek, P. (2016). Cesty do dospělosti: Psychologické a sociální charakteristiky dnešních dvacátníků. Brno: Masarykova univerzita.

[28] Leathwood, C., & O'Connell, P. (2003). 'It's a struggle': The construction of the 'new student' in higher education. Journal of Education Policy, 18(6), 597–615. | DOI 10.1080/0268093032000145863

[29] Leiblová, Z. (2008). Zákon o zaměstnanosti s komentářem včetně prováděcích předpisů k 1. 4. 2008. Olomouc: ANAG.

[30] Mareš, J. (1998). Styly učení žáků a studentů. Praha: Portál.

[31] McCune, V., Hounsell, J., Christie, H., Cree, V. E., & Tett, L. (2010). Mature and younger students' reasons for making the transition from further education into higher education. Teaching in Higher Education, 15(6), 691–702. | DOI 10.1080/13562517.2010.507303

[32] Michie, F., Glachan, M., & Bray, D. (2001). An evaluation of factors influencing the academic self-concept, self-esteem and academic stress for direct and re-entry students in higher education. Educational Psychology, 21(4), 455–472. | DOI 10.1080/01443410120090830

[33] MŠMT. (2007). Rámcový vzdělávací program pro gymnázia. Praha: VÚP.

[34] MŠMT. (2019). Data o studentech, poprvé zapsaných a absolventech vysokých škol. Dostupné z http://www.msmt.cz/vzdelavani/skolstvi-v-cr/statistika-skolstvi/data-o-studentech-poprvezapsanych-a-absolventech-vysokych

[35] Nováčková, E. (2013). Dvě vysokoškolsky studující generace v rodině a jejich mezigenerační učení (Bakalářská práce). Dostupné z https://is.muni.cz/th/rbgq4/?so=nx

[36] Novotný, P. (2009). Učení pro pracoviště. Prostor pro uplatnění konceptu workplace learning v českém prostředí. Brno: Masarykova univerzita.

[37] Pabian, P. (2008). Od elitního přes masové k univerzálnímu terciárnímu vzdělávání: Koncepce Martina Trowa. Aula, 16(2), 31–40.

[38] Pabian, P. (2012). Jak se učí na vysokých školách: Výzkumný směr "přístupů k učení". AULA, 20(1), 48–77.

[39] Pascarella, E. T., & Terenzini, P. T. (1979). Interaction effects in Spady and Tinto's conceptual models of college attrition. Sociology of Education, 52(4), 197–210. | DOI 10.2307/2112401

[40] Prudký, L., Pabian, P., & Šima, K. (2010). České vysoké školství. Na cestě od elitního k univerzálnímu vzdělávání 1989–2009. Praha: Grada.

[41] Rabušicová, M., Brücknerová, K., Kamanová, L., Novotný, P., Pevná, K., & Vařejková, Z. (2016). Mezigenerační učení. Teorie, výzkum, praxe. Brno: Masarykova univerzita.

[42] Rabušicová, M., & Rabušic, L. (Eds.). (2008). Učíme se po celý život? Brno: Masarykova univerzita.

[43] Read, B., Archer, L., & Leathwood, C. (2003). Challenging cultures? Student conceptions of 'belonging' and 'isolation' at a post-1992 university. Studies in Higher Education, 28(3), 261–277. | DOI 10.1080/03075070309290

[44] Reay, D., Ball, S., & David, M. (2002). 'It's taking me a long time but I'll get there in the end': Mature students on access courses and higher education choice. British Educational Research Journal, 28(1), 5–19. | DOI 10.1080/01411920120109711

[45] Richardson, J. T. (1994). Mature students in higher education: I. A literature survey on approaches to studying. Studies in Higher Education, 19(3), 309–325. | DOI 10.1080/03075079412331381900

[46] Richardson, J. T. (1995). Mature students in higher education: II. An investigation of approaches to studying and academic performance. Studies in Higher Education, 20(1), 5–17. | DOI 10.1080/03075079512331381760

[47] Salamonson, Y., Weaver, R., Chang, S., Koch, J., Bhathal, R., Khoo, C., & Wilson, I. (2013). Learning approaches as predictors of academic performance in first year health and science students. Nurse Education Today, 33(7), 729–733. | DOI 10.1016/j.nedt.2013.01.013

[48] Scott, L. M., & Lewis, C. W. (2011). Nontraditional college students: Assumptions, perceptions, and directions for a meaningful academic experience. International Journal of Interdisciplinary Social Sciences, 6(4), 1–10.doi:10.18848/1833-1882/CGP/v06i04/52068 | DOI 10.18848/1833-1882/CGP/v06i04/52068

[49] Schuetze, H. G. (2014). From adults to non-traditional students to lifelong learners in higher education: Changing contexts and perspectives. Journal of Adult and Continuing Education, 20(2), 37–55. | DOI 10.7227/JACE.20.2.4

[50] Schuetze, H. G., & Slowey, M. (2002). Participation and exclusion: A comparative analysis of non-traditional students and lifelong learners in higher education. Higher education, 44(3–4), 309–327. | DOI 10.1023/A:1019898114335

[51] Simonová, N., & Hamplová, D. (2016). Další vzdělávání dospělých v České republice – kdo se ho účastní a s jakými důsledky? Sociologický časopis / Czech Sociological Review, 52(1), 3–25.

[52] Souto-Otero, M., & Whitworth, A. (2017). Adult participation in higher education and the 'knowledge economy': A cross-national analysis of patterns of delayed participation in HE across 15 European countries. British Journal of Sociolog y of Education, 38(6), 763–781. | DOI 10.1080/01425692.2016.1158639

[53] Swain, J., & Hammond, C. (2011). The motivations and outcomes of studying for part-time mature students in higher education. International Journal of Lifelong Education, 30(5), 591–612. | DOI 10.1080/02601370.2011.579736

[54] Šeďová, K., & Novotný, P. (2006). Vzdělávací potřeby ve vztahu k účasti na vzdělávání dospělých. Pedagogika, LVI(2), 140–151.

[55] Šimek, D. (2007). Plíživá změna. Andragogika, (4), 8–9.

[56] Trow, M. (1973). Problems in the transition from elite to mass higher education. Berkeley: Carnegie Commission on Higher Education.

[57] Trow, M. (2006). Reflections on the transition from elite to mass to universal access: Forms and phases of higher education in modern societies since WWII. In J. J. F. Forest & P. G. Altbach (Eds.), International handbook of higher education (s. 243–280). Dordrecht: Springer.

[58] Twigg-Flesner, A. (2018). The end of lifelong learning – where have all the mature undergraduate students gone? A literature review and practical recommendations from a case study in England. In J. Hoffman, P. Blessinger, & M. Makhanya (Eds.), Perspectives on diverse student identities in higher education: International perspectives on equity and inclusion (s. 129–145). Bingley: Emerald Publishing Limited.

[59] Waller, R. (2006). 'I don't feel like 'a student', I feel like 'me'!': The over-simplification of mature learners' experience(s). Research in Post-Compulsory Education, 11(1), 115–130. | DOI 10.1080/13596740500508019

[60] Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). 'It was nothing to do with the university, it was just the people': The role of social support in the first-year experience of higher education. Studies in Higher Education, 30(6), 707–722. | DOI 10.1080/03075070500340036

[61] Wolfe, D. M., & Kolb, D. A. (1980). Career development, personal growth, and experimental learning. In J. W. Springer (Ed.), Issues in career and human resource development (s. 1–11). Madison: American Society for Training and Development.

Metrics

913

Views

740

PDF (Czech) views