This paper explores adult learning in professional learning context using a descriptive phenomenological approach (Moustakas, 1994) to understand experiences of support for 10 women aged between 40-49 years studying psychology. Participants took part in a semi-structured interview and reported a need to feel acknowledged by the university. Recommendations for design of learning environments and transitions programs are discussed in the context of universities encouraging diverse student populations, high attrition rates, amongst mature age female students, and students experiencing a complex relationship around expectations driven by their motivations, their ability to cope with the academic workload and manage family roles (Scott, Burns & Cooney, 1998).
|Keywords:||Theme: Learner Diversity and Identities, Mature Age Female Students, Adult Learning, Life-stage|
Master's Graduate, School of Psychology and Social Science, Edith Cowan University, Perth, WA, Australia
Senior Lecturer, School of Psychology and Social Science, Edith Cowan University, Perth, WA, Australia