Investigation into the Motivation of Mature Learners to Engage and Sustain Engagement with Part-Time Higher Education Degree Programmes

Abstract

The Irish National Skills Strategy 2015 – 2025 committed to an educational goal of developing highly skilled people with higher order capabilities for the 21st century workplace. Mature learners are a growing cohort of learners at Griffith College Cork in recent years. Griffith College is a privatelyowned, third level, higher education institution with campuses in Dublin, Cork and Limerick. In order to align with the Irish National Skills Strategy 2015 -2025 and to improve supports for mature learners, this research aims to understand the motivational drivers of mature learners in part-time higher education. The research objectives for this case study are:

1) To examine the motivational factors that influenced the mature learners’ decision to apply for their respective part-time degree courses.

2) To analyse the motivational factors that engaged and sustained the mature learner allowing them to complete their studies.

3) To consider additional educational initiatives and innovations that Faculty members can implement in order to enhance and support the learning experience for mature learners.

The participants in this research were all mature learners who successfully completed part-time, undergraduate degrees at Griffith College Cork. Through a sequential explanatory mixed methods research approach using a literature review, a quantitative questionnaire and qualitative interviews, the study identified that the key motivational factors to start an undergraduate part-time degree include: Self-esteem/ Worthiness, Life-Stage/ Timing, Career Change/ Promotion, Admissions Process, Love of Learning. In order to sustain motivation to completion of the degree, the study revealed the following motivational factors play an integral role: Lecturers/ Lecture Style, Intrinsic Motivation, Peer Support, Extrinsic Motivation and Fear of Failure. Drawing on two social cognitive motivation theories of Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), the study makes recommendations for higher education institutions to enhance the learning experience for mature learners by including: Time Management Clarity, Testimonial Advertising, Opportunities to Experience Higher Education, Elective Choices, Social/ Study Space and Physical Supports for Learning. Areas worthy of further study would be to examine the motivational factors for full-time undergraduate learners and a comparative study of mature learners in a larger university setting in order to fully understand all the learning supports and initiatives that could be deployed in a private, higher education college setting for an optimal learning experience.