What counts as useful knowledge? perceptions of a group of adult learners in higher education

This study investigates the perceptions of adult learners in higher education. In particular, it seeks to examine what adult learners value as useful knowledge regarding the course they have done. The study focuses on a group of part-time adult learners who are, or have been, studying adult education at the Diploma and Advanced Certificate Levels, and who are themselves experienced practitioners. My investigation is referenced against a body of theoretical literature, which surveys the complexities facing higher education within a context of globalisation. The ambiguous link between higher education and the world of work, which currently faces each adult student, is also explored, as well as the literature on increasing participation of adult learners in higher education. The methodology involves a combination of qualitative and quantitative methods, which best suits the incremental way in which data has been progressively gathered from a small sample of respondents. Methods included the use of a questionnaire survey and semi-structured interviews. Using a form of grounded theory, the following categories were extracted from the data: personal growth, academic advancement and workplace requirements. The main findings are: 1. Respondents predominantly found the courses extremely valuable for building confidence and self-esteem, as well as for developing and exploring individuality; 2. A large number of respondents also placed a high value on the opportunity the courses gave them to explore areas which could lead to continued study within a higher education setting; 3. While many respondents placed a high value on the usefulness of the courses in workplace settings, findings suggested that for a large number of respondents their employment status was only marginally altered, and a few remained unemployed. The study concludes that groups of adult learners in higher education contexts may value a range of different things in higher education. This is so because their needs are as diverse as the traditional students already in the system. The study also suggests that both adult learners and traditional learners within higher education contexts may have to revisit conventional expectations of what the world of work is able to offer graduates within the context of globalisation.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2003

Author dc:creator

• February, Colette Ann

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/8612

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/8612