TY - JOUR
T1 - Re-negotiating the self through educational development
T2 - Mature students' experiences
AU - Mercer, Jenny
PY - 2007/3/12
Y1 - 2007/3/12
N2 - A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal growth, arguing that they are not mutually exclusive categories, but inter-related ones. Using a grounded theory approach it is suggested that a 're-negotiation' of the self was evident amongst a group of 31 mature students at different stages of their further and higher education courses. The reasons why this might be such a salient issue for mature aged cohorts is discussed.
AB - A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal growth, arguing that they are not mutually exclusive categories, but inter-related ones. Using a grounded theory approach it is suggested that a 're-negotiation' of the self was evident amongst a group of 31 mature students at different stages of their further and higher education courses. The reasons why this might be such a salient issue for mature aged cohorts is discussed.
UR - http://www.scopus.com/inward/record.url?scp=34547370460&partnerID=8YFLogxK
U2 - 10.1080/13596740601155314
DO - 10.1080/13596740601155314
M3 - Article
AN - SCOPUS:34547370460
SN - 1359-6748
VL - 12
SP - 19
EP - 32
JO - Research in Post-Compulsory Education
JF - Research in Post-Compulsory Education
IS - 1
ER -