Creech, Andrea; Pincas, Anita; Hallam, Susan; Jeanes, Julia; Broad, Janet; (2010) Being an 'older learner' in higher education: sustaining the will to learn. International Journal of Education and Ageing , 1 (1) pp. 15-32.

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Abstract

This study explored older learners’ reasons for studying, their reports of the perceived benefits of being in higher education and self-reports of confidence as learners. One hundred and thirty-one higher education students aged 50 and over were surveyed. The results suggested that for these learners personal and professional development were not two separate concepts but, rather, were inextricably linked. The participants generally saw themselves as beneficiaries, in terms of intellectual development and enhanced selfconfidence, within the academic community. They also derived satisfaction from being able to recognize their own contributions to their academic circles as well as their status as role models amongst wider social circles. Self Determination Theory provided a theoretical lens through which the will to learn amongst these participants could be interpreted as being sustained by striving towards autonomy, competence and a sense of belonging. This study points to the need for further research that investigates whether higher education learners aged over 50 share identifiable, specific learning and teaching needs.

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