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Ÿþc H R I S T I N E I L U S K P H D T H E S THE SOCIAL CONSTRUCTION OF THE MATURE STUDENT EXPERIENCE Christine Isabel Lusk A Thesis Submitted for the Degree of PhD at the University of St. Andrews 2008 Full metadata for this item is available in the St Andrews Digital Research Repository at: https://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/553 This item is protected by original copyright This item is licensed under a Creative Commons License The Social Construction of the Mature Student Experience Doctor of Philosophy Christine Isabel Lusk July 2008 The Social Construction of the Mature Student Experience Abstract Using a Social Constructionist lens, this study gathers fresh empirical data on the experience of a “Mature Student”, examining its multiple constructions, both objective and subjective, within the context of a Scottish Ancient university. For six centuries, Ancient universities have held expectations that incoming students will adjust to fit the autonomous institutional culture. However the expansion of Higher Education in 1992 has introduced changes in legislation and funding which have shifted the onus of that adjustment to the organisations themselves. This study is placed at the fundamental core of the tension between an institution struggling with the changing nature of its purpose and non-traditional students with changing expectations. Through analysis of daily journals and semi-structured interviews with 16 students and 12 staff, it explores the interpretations which both sets of actors take from student/institution interaction, and does so with respect to the student’s holistic life context rather than viewing only the learner role. Particular emphasis is placed on the losses and gains from the experience, including examination of what a degree symbolises in personal, fiscal and psychological terms. Based on a synthesis of literature reviews and empirical data, the study categorises the Mature students into three groups according to experiential themes within the student journey, drawing out theoretical and policy contributions from the process. Although mismatches are shown to exist between student and staff expectations of institutional purpose, a contemporary, and valid, role for the Ancient institution is outlined in terms of developing individual agency. 2 Thesis Declaration I, Christine Isabel Lusk, hereby certify that this thesis, which is approximately 100,000 words in length, has been written by me, that it is the record of work carried out by me and that it has not been submitted in any previous application for a higher degree. I was admitted as a research student in September 1999 as a candidate for the degree of Ph.D.; the higher study for which this is a record was carried out in the University of St Andrews between 1999 and 2008. Date 7.7.08 Signature of Candidate I hereby certify that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of Ph.D. in the University of St Andrews and that the candidate is qualified to submit this thesis in application for that degree. Date 7.7.08 Signature of Supervisor 3 Copyright In submitting this thesis to the University of St Andrews we understand that we are giving permission for it to be made available for use in accordance with the regulations of the University Library for the time being in force, subject to any copyright vested in the work not being affected thereby. We also understand that the title and the abstract will be published, and that a copy of the work may be made and supplied to any bona fide library or research worker, that my thesis will be electronically accessible for personal or research use unless exempt by award of an embargo as requested below, and that the library has the right to migrate my thesis into new electronic forms as required to ensure continued access to the thesis. We have obtained any third-party copyright permissions that may be required in order to allow such access and migration, or have requested the appropriate embargo below. Date 7.7.08 Signature of Candidate The following is an agreed request by candidate and supervisor regarding the electronic publication of this thesis: Access to Printed copy and electronic publication of thesis through the University of St Andrews. Date 7.7.08 Signature of candidate Signature of supervisor 4 Acknowledgements Thanking the long list of people who have offered goodwill and encouragement throughout this study risks this developing into an Oscar speech. However my gratitude is genuine. In the spirit of social construction, I have received help in my own three life roles, but each person listed has offered a critical contribution. As a Researcher: Professor Fiona Wilson took me on when I was far from straightforward. I thank her for her vision and her courage to give me a try. Professor Sandra Nutley believed I could do this. I did not. I thank her for her patience and for sustaining that belief, as my supervisor, over many years. Along the way, other colleagues offered their specialist insight: enthusiastic Professor Huw Davies never mocked my perspective; Professor John Wilson had the courage to explain to me when I was wrong (and in such a considerate way!); Paul Gardner gave up hours to teach complex statistics; many staff in the Management Department offered guidance on tap. And the participants: confidentiality reigns once again; but they know who they are. I thank the students for their dedication to a daily, time-consuming task. Their stories and determination have been humbling. I wish them absolutely best wishes for the future. I am grateful to the staff participants for the considerable time they took out of their busy days to talk to me. Most importantly, I thank both sets for trusting me with very private views. I hope I have not betrayed that trust. As a Manager: My genuine thanks go to my own manager, and the Principal’s Office team; they have always taken an interest in my progress and have had the confidence to open their doors to an honest scrutiny where other institutions may have been defensive. They have genuinely grasped the spirit of enhancing the experience on offer to students. My colleagues in Student Support and Student Services have been 5 understanding, flexible and supportive. Particular thanks go to Ally Munro (for miraculously fixing formatting when it suddenly goes crazy) and Ailsa Ritchie, for deputising and for allowing me to drone on about things I found exciting. As a Mother: To my sons and daughters: I thank Sian for her sound advice and our chats on Organisational Culture; Johnny, for trying to read the final proof – even when he found it boring; Ben, for “marking” it; Megan, “the Queen of the Puncher”, for printing out all the copies for hours on end. To all of you, thank you for putting up with a Mother who sat for years with a laptop embedded on her knee, and for providing the coffee. Four people were, however, core to this project: Professor Nic Beech; your additional input at “the eleventh hour” was reassuring, focused, and brought a specialist perspective that was much appreciated. Maggie Winton, my friend whose obsessive attention to detail is a formidable talent. Her knowledge of the English language has, frankly, humbled me. I do hope that the completion of this thesis allows her now to rest and I wish her well with her knitting. Andy, my partner, with a “get back on the horse” mentality; his determination that I finish has taken over as mine failed. His support and strength have been unfailing for years. I promise to return it, in full, for many years to come. And finally, Dr. Anne Fearfull. Anne, without you this thesis simply would not be. You have been encouraging, positive, insightful, patient at all times. Thank you for being the one with me on this journey. 6 TABLE OF CONTENTS PART I - THE CONTEXT Page No. Chapter 1 Introduction 1.1 The Driving Force 18 1.2 The HE Expansion 21 1.3 Diversity in HE 22 1.4 Accountability of the HE Sector 24 1.5 The Focus of this Study 26 1.6 The Structure of this Study 29 Chapter 2 Analysing Organisations - Theoretical Frameworks 2.1 Introduction 33 2.2 The University as an Organisation 34 2.2.1 Classical/Modernist/Postmodern Analysis 35 2.2.2 Symbolic Interpretive Perspective 36 2.3 Organisational Culture 38 2.4 Introducing Diverse Membership to an Organisation 40 2.5 The Change Management Process 42 2.6 Resistance to Change 44 2.6.1 Perceptual Blocks 45 2.6.2 Emotional Blocks 45 2.6.3 Cultural Blocks 45 2.6.4 Environmental Blocks 46 2.6.5 Cognitive Blocks 46 2.7 Summary 47 Chapter 3 The History and Philosophical Underpinnings of Universities 3.1 Introduction 50 3.2 The Historical Context 50 7 3.3 Academic Standards 56 3.4 Equality of Opportunity 58 3.5 A Mission of “Lifelong Learning” 62 3.6 Academic Freedom/Accountability 64 3.7 Summary 69 PART II - THE LITERATURE Chapter 4 Purpose versus Expectations 4.1 Introduction 72 4.2 The University Purpose Debate 73 4.2.1 Teaching and Research 74 4.2.2 Social Change 76 4.2.3 Knowledge Transfer 79 4.2.4 Newman 81 4.2.5 Specialist Institutions 82 4.3 Individual Motivations 84 4.3.1 Political Pressure 84 4.3.2 Financial and Employment Rewards 85 4.3.3 Self-Improvement 88 4.3.4 Institutional Choice 90 4.4 Political and Philosophical Tensions 92 4.4.1 Standards versus Expansion 92 4.4.2 Collegiality versus Managerial 93 4.4.3 Exclusivity versus Inclusion 96 4.4.4 Knowledge versus Skills Training 98 4.5 Summary 99 Chapter 5 - Merging the Student and the University 5.1 Introduction 102 5.2 Developing Identity 103 8 5.3 Integration 110 5.3.1.
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