Putting the nature of alternative entry programmes
for mature students on the agenda: Programme
characteristics that encourage or inhibit
mature student learning

Australia has a long history of accepting non-matriculated mature learners into undergraduate courses. Alternative entry programmes (AEPs) for mature age students (21 years +) are one way Australian universities assist adult learners to explore for themselves, and reveal to university administrators, their capabilities to study. There exists, however, a limited theoretical understanding of the nature and the outcomes of AEPs for mature students. This lack of information has led to a limited conceptual framework from which to design, deliver and monitor these programmes.

This paper explains, first, AEP characteristics that either encourage or inhibit mature student learning and, second, student behaviours elicited by aspects of a programme.

The study reveals issues and concerns raised by AEP student and staff interviewees and matters that arose from programme observations and document analyses. The nature of AEPs and the type of mature learner behaviours advanced here show the manner in which aspects of an AEP can directly influence mature student preparation for and involvement in university study.

These research findings aim to challenge AEP staff and university administrators to consider the nature of their individual programme and the ways in which programme design affects student participation in study.