Over the past 30 years there has been a large increase in number of mature students attending university. Although numbers have drastically decreased since 2009, due to global recession and changes in tuition fees, the change is still noticeable in most UK universities.
There may be different reasons behind why mature students decide to go back to university, but often this is because it offers a wonderful second chance for both intellectual stimulation and careers prospect. Even though often having to juggle private life, family and part time jobs, mature students are usually amongst the best students in the course, due to their strong motivations which can be personal as well as practical.
Opinions and experiences about teaching mature students collected from Matthew Reisz in his article [3] are varied. Some people think that mature students can bring a positive and different level of “life experience” to the class environment, developing some sort of cultural exchange with the younger students. However others believe that they can sometimes take over the situation, indirectly discouraging the participation of other students and, in some way, requiring more attention and time. As a novice in the world of teaching and as a young PhD student, I sometimes feel uncomfortable when having to teach mature students, especially when the age difference is large.
Richard Morton [2] stated that the instructor should “expose the fact that chronological age does not necessarily mean intellectual or even emotional maturity” and that this could sometimes be “disillusioning and humiliating to the student”. This way mature students would understand that the teacher can contribute in guiding them and that there are significant applications to what they are learning.
Although this pedagogical concept may be arguably antiquated, and I certainly do disagree with it, I sometimes feel that I lack some sort of authority when teaching mature students. I often feel like they don’t fully “trust” in what I am telling them, always wanting to double check with a more experienced academic. This could be due to the fact that, coming back to university for professional reasons, mature students expect excellence and value for money. This is the case for most university students, however, some mature students may contest that this cannot be fully achieved when they are being taught by someone younger than they are.
Paul Blackmore, in “University Teaching in Focus” [1] stated that “academic work is an act of leadership” as academics should always be aware of concepts and advances in their field of research. However, even though leadership can be taught and learnt through courses and experiences, as I have done this year, I feel that some students still see the age difference as an issue.
References: [1] Reisz, M. & Else, H. Mature students: lifelong learning on life support? T.H.E. (06/11/2014). http://www.timeshighereducation.co.uk/features/mature-students-lifelong-learning-on-life-support/2016718.fullarticle [2] Morton, R.K. (1963). Teaching Mature Students. Improving our College and University Teaching. 11: 84-86 [3] Blackmore, P. (2013). Leadership in Teaching in University Teaching in Focus, A learning-centred approach (Lynne Hunt & Denise Chamlers ed.) 16: 268-281.
Over the past 30 years there has been a large increase in number of mature students attending university. Although numbers have drastically decreased since 2009, due to global recession and changes in tuition fees, the change is still noticeable in most UK universities.
There may be different reasons behind why mature students decide to go back to university, but often this is because it offers a wonderful second chance for both intellectual stimulation and careers prospect. Even though often having to juggle private life, family and part time jobs, mature students are usually amongst the best students in the course, due to their strong motivations which can be personal as well as practical.
Opinions and experiences about teaching mature students collected from Matthew Reisz in his article [3] are varied. Some people think that mature students can bring a positive and different level of “life experience” to the class environment, developing some sort of cultural exchange with the younger students. However others believe that they can sometimes take over the situation, indirectly discouraging the participation of other students and, in some way, requiring more attention and time.
As a novice in the world of teaching and as a young PhD student, I sometimes feel uncomfortable when having to teach mature students, especially when the age difference is large.
Richard Morton [2] stated that the instructor should “expose the fact that chronological age does not necessarily mean intellectual or even emotional maturity” and that this could sometimes be “disillusioning and humiliating to the student”. This way mature students would understand that the teacher can contribute in guiding them and that there are significant applications to what they are learning.
Although this pedagogical concept may be arguably antiquated, and I certainly do disagree with it, I sometimes feel that I lack some sort of authority when teaching mature students. I often feel like they don’t fully “trust” in what I am telling them, always wanting to double check with a more experienced academic. This could be due to the fact that, coming back to university for professional reasons, mature students expect excellence and value for money. This is the case for most university students, however, some mature students may contest that this cannot be fully achieved when they are being taught by someone younger than they are.
Paul Blackmore, in “University Teaching in Focus” [1] stated that “academic work is an act of leadership” as academics should always be aware of concepts and advances in their field of research. However, even though leadership can be taught and learnt through courses and experiences, as I have done this year, I feel that some students still see the age difference as an issue.
References:
[1] Reisz, M. & Else, H. Mature students: lifelong learning on life support? T.H.E. (06/11/2014).
http://www.timeshighereducation.co.uk/features/mature-students-lifelong-learning-on-life-support/2016718.fullarticle
[2] Morton, R.K. (1963). Teaching Mature Students. Improving our College and University Teaching. 11: 84-86
[3] Blackmore, P. (2013). Leadership in Teaching in University Teaching in Focus, A learning-centred approach (Lynne Hunt & Denise Chamlers ed.) 16: 268-281.