Purpose
– The purpose of this paper is to explore the effects of the pursuit of academic capital – a form of cultural capital – on the working lives of mature students. The paper highlights the uneven educational conversion experience across class and gender for a group of mature students and argues that the higher education environment needs to be and do more for students in terms of support.
Design/methodology/approach
– In total, 42 in-depth individual interviews were conducted over an 18 month period with 13 mature students located at a South African university. The students in the study – all in full-time employment – were enroled on a part-time management programme.
Findings
– Through focusing on the narratives of mature students attending a South African university, the findings show that class trajectory and gender work differently for mature students, shaping both reasons for entry into higher education and influencing the relationships between mature individuals and significant others in their working lives.
Practical implications
– The findings highlight the need for awareness regarding the role educational institutions can and should play in addressing the challenges faced by these non-traditional students. The world of work should also create an enabling environment where support and encouragement are provided.
Originality/value
– Although several articles discuss the experiences of mature students, few delve into the issue of mature students’ ability to convert or exchange their academic capital to something of value within the world of work. The reasons for returning to study as mature individuals are also explored in the paper.
Mature students’ experiences of undertaking higher education in English vocational institutions: employability and academic capital
