ERIC Number: EJ1178490
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Who Upgrades to Higher Level Qualifications in Midlife?
British Journal of Educational Studies, v66 n2 p243-266 2018
This paper investigates why people return to study in their 30s and beyond and upgrade to a higher level qualifications. Some previous research has argued that attitudes formed in childhood, via family background and schooling, continue to shape a person's engagement in learning throughout the adult lifecourse. Psychologists distinguish extrinsic motivation, determination to progress in a career, from intrinsic motivation, love of learning and suggest that both may be relevant to participation in adult education. A well-established education literature focuses on barriers to adult learning, such as lack of time or lack of funds. The research focuses on people who did not enter higher education at the conventional ages of late teens or early twenties but who did subsequently obtain degree-level or equivalent qualifications in midlife, defined here as from their early 30s through to age 50. The research uses data from the 1958 British birth cohort, a large-scale longitudinal survey. In the paper, a comparison group methodology and binary logistic regression models are used to isolate the key factors which explain why certain individuals progress to higher level qualifications in midlife while others do not.
Descriptors: Adults, Adult Learning, Adult Education, Higher Education, Longitudinal Studies, Comparative Analysis, Regression (Statistics), Nontraditional Students, Models, Barriers, Vocational Education, Probability, Prediction, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)
Grant or Contract Numbers: N/A