Capturing the struggle: adult learners and academic writing
Mason, S. and Atkin, C. (2020) Capturing the struggle: adult learners and academic writing. Journal of Further and Higher Education. ISSN 0309-877X
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Abstract
In this article we discuss the findings from a qualitative research project that explored the struggles of twelve work-based learners whilst they studied on a Foundation Degree in an English University. It examines the concept of struggle within the current context of Higher Education and discusses the need to acknowledge learners’ emotional domain as a normalised and essential aspect of academic study at university. Concepts of self-belief, self-efficacy and agency were central to this investigation where motivation and purpose for learning presented as critical factors for undertaking the Foundation Degree. The learners’ experiences in undertaking written assignments were analysed to explore implications for practice within universities to meet the complex learning needs of non-traditional, adult learners. The data leads the authors to recommend that universities adopt a pedagogy of transparency for learners within the context of widening participation agendas. Learners’ emotions, we advocate, should be welcomed and nurtured as they frequently precede the business and purpose of a Foundation Degree; that of learning and personal growth
| Item Type: | Article |
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| Additional Information: | © 2020 Taylor and Francis. This is an author accepted manuscript of a paper subsequently published in Journal of Further and Higher Education. Uploaded in accordance with the publisher's self-archiving policy. |
| Keywords: | Academic literacy, adult foundation degree students, engagement with the academy |
| Divisions: | School of Social Science |
| Depositing User: | Professor Chris Atkin |
| Date Deposited: | 14 Dec 2020 16:45 |
| Last Modified: | 14 Jun 2022 02:40 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/791 |
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