The International Journal of Adult, Community and Professional Learning

This paper consider the results of a pilot study that explored the learning experiences of mature students within a Higher Education Business School context, considering the impact that an interruption to study had on their learning experience and integration into University life. We argue that the increasing diversity in the student body and financial pressures on all students is, to some extent, challenging the previously assumed distinctions between mature students and their younger peers. Mature students’ experience of Higher Education is determined by their motivation to study, their expectations before arrival and their desire to have their varied life experiences acknowledged. This together with a goal-orientated approach can create tensions for them, their peers and the University. Compartmentalisation of time results in them having a focussed approach, restricting their ability to think creatively and enjoy the educational experience. These factors have implications in terms of how we structure the academic provision and support.