Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorFerrie, Alastair T.-
dc.description.abstractThis thesis concerns the performance of former Access students pursuing courses in higher education. Access students as mature entrants are a subset of non-traditional entrants and as such are part of the widening participation agenda which predominates educational policy thinking today. In this thesis a quantitative approach was used to study the performance of former Access students in two universities and a quantity of former Access students pursuing the study of Higher National Certificates and Diplomas in further education colleges throughout Scotland. A number of interesting trends and observations were made as a result of this phase but other aspects of factors affecting their performance could not be addressed by these means alone. Thus, a series of interviews with former Access students in three different institutions were conducted (two universities and one further education college) to research the validity of a model of mature student performance which was suggested by the quantitative phase and an extensive literature review. Students were asked to construct a Learning World Map to identify those who have a major effect on their learning world. By an examination of these maps, plus the findings of the programme of interviews, adjustments were made to the theoretical construct (The Castlecary Viaduct of Learning) of factors impinging on performance resulting in a refined model.en_GB
dc.publisherUniversity of Stirlingen_GB
dc.subject.lcshAdult education Scotlanden_GB
dc.subject.lcshEducation Higher Scotland Assessmenten_GB
dc.titleFactors affecting performance of former access students within selected Scottish educational institutionsen_GB
dc.typeThesis or Dissertationen_GB
dc.type.qualificationnameDoctor of Philosophyen_GB
Appears in Collections:Faculty of Social Sciences eTheses

Files in This Item:
File Description SizeFormat 
13916323.pdf27.09 MBAdobe PDFView/Open

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.