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The impact of transformational learning for mature adults studying a Foundation Degree

Mason, S. (2018) The impact of transformational learning for mature adults studying a Foundation Degree. Widening Participation and Lifelong Learning, 20 (2). pp. 8-26. ISSN 1466-6529

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Official URL: http://dx.doi.org/10.5456/WPLL.20.2.8

Abstract

This paper discusses the findings from a longitudinal, qualitative research study that explored the challenges that adult, work-based learners experience when studying a Foundation Degree, with a particular focus on those learners identified in the sample as mature adults (45–65 years). Fundamentally, the research focus was on learning, and particularly on transformational learning. The study has enabled observations of learning beyond the cognitive to capture emotional and social dimensions through ‘feedforward’ tutorials where points of challenge and shifts in learning were visible. Powerful emotional responses surrounded the challenges experienced by the learners. Concepts of self-efficacy and agency were central to this investigation where motivation and purpose for learning presented as critical factors for undertaking the Foundation Degree.

Item Type: Article
Additional Information: © 2018 Open University, Centre for Widening Participation. This is an author produced version of a paper subsequently published in Widening Participation and Lifelong Learning. Uploaded in accordance with the publisher's self-archiving policy.
Uncontrolled Keywords: Foundation Degree, Adult learners, Transformation, Transformational, Learning, Motivation
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: School of Social Science
Depositing User: Dr Sacha Mason
Date Deposited: 05 Apr 2018 08:00
Last Modified: 05 Apr 2018 08:01
URI: http://researchonline.bishopg.ac.uk/id/eprint/273

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