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Analysis draws on comparison groups across Macquarie University (MU) and Macarthur Institute of Higher Education (MI) using survey data from 1987-88. Findings address misconceptions about mature-age participation, comparing reasons for entering study and entry qualification patterns, including early school leavers, updaters/upgraders, discipline changes, and returners/deferrers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/academic-background-and-achievement-of-single-and-married-mothers-undertaking-tertiary-study/595321/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/academic-background-and-achievement-of-single-and-married-mothers-undertaking-tertiary-study/595321.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main subject of the study?","Question",{"text":112,"@type":113},"The study examines academic background and achievement of single and married mothers undertaking tertiary study, using survey evidence from a mature-age student subgroup.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the institutions and sample defined?",{"text":117,"@type":113},"The study was conducted in 1987-88 with a sample of 185 single and married mothers enrolled at Macquarie University (MU) and Macarthur Institute of Higher Education (MI, now part of the University of Western Sydney).",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the document discuss misconceptions about mature-age students?",{"text":121,"@type":113},"It contrasts common beliefs—such as mature-age students being “recyclers” or a poor investment—with the project’s comparative findings, using figures to argue these misconceptions are untrue.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595321,1793138284,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","down of assistance this is not the case as some  \n9.The University of Newcastle does not give  \n6.Each individual is counted only once,even ifthey receive nore than one type of assistance.  \n\n| Table 1:Entry qualifications of students   |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Qualifications   | MU   |  | MI   |  |\n|  | Married  \u003Cbr>N %   | Single  \u003Cbr>N %   | Married  \u003Cbr>N %   | Single  \u003Cbr>N%   |\n|  |  |  |  |  |\n| Early school leavers   | 22(26)   | 13(26)   | 7(33)   | 8(30)   |\n| Updaters/upgraders   | 13(15)   | 4(15)   | 7(33)   | 4(15)   |\n| Change discipline   | 25(29)   | 12(24)   | 3(14)   | 3(11)   |\n| Returners  \u003Cbr>Deferrers   | 13(15)  \u003Cbr>12(14)   | 13(26)  \u003Cbr>7(14)   | 3(14)  \u003Cbr>1(4)   | 4(15)  \u003Cbr>8(30)   |\n| Total   | 85   | 51   | 27   | 21   |\n| Missing data   | 1   | 1   | 0   | 0   |\n\ngraduate HECS scholarships to students doing  \nindividuals get more than one type of assist-  \ncourse work degrees.If all universities have  \nance.  \n7.Unfortunately the survey did not ask questionsrelating to employment and therefore this couldnot be investigated in this sample.  \nthis policy full-time students would be disad-  \n4.Each individual is counted only once,even if  \nthey receive more than one type of assistance.  \nvantaged further.  \n5.Percentages of No Assistance and All Receiv-  \n8.It is possible that full-time students could get asabbatical from their employer and this couldinclude fees and /or wages.  \ning Any Type of Assistance columns add to 100  \nper cent.The other four columns are the break-  \ndown of assistance given.  \nAcademic background and achievement of single andmarried mothers undertaking tertiary study  \n\n| Table 2:Beasons for entering tertiary study   |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Reason   | Married  \u003Cbr>%   | Single  \u003Cbr>%   | MU  \u003Cbr>%   | MI  \u003Cbr>%   | Total  \u003Cbr>%   |\n|  |  |  |  |  |  |\n| Independence   | 1(1)   | 8(8)   | 4(5)   | 4(0)   | 4(4)   |\n| Personal growth   | 16(15)   | 15(14)   | 16(15)   | 17(17)   | 16(14)   |\n| Stimulation/satisfaction   | 18(21)   | 12(12)   | 17(20)   | 11(6)   | 15(16)   |\n| Goal/purpose   | 1(2)   | 2(1)   | 2(2)   | 1(2)   | 1(2)   |\n| Advance career   | 14 (21)   | 3(12)   | 12(17)   | 9(17)   | 11(17)   |\n| Improve job/income   |  |  |  |  |  |\n| prospects   | 21(22)   | 30 (31)   | 24(24)   | 28(31)   | 25(26)   |\n| Finally able to do it   | 4(5)   | 6(12)   | 4(6)   | 6(13)   | 5(8)   |\n| Help others   | 3(1)   | 2(1)   | 2(1)   | 3(2)   | 3(1)   |\n| Gain Australian   |  |  |  |  |  |\n| qualification   | 3(2)   | 3(4)   | 3(1)   | 5(4)   | 3(2)   |\n| Prove I could do it   | 1(1)   | 5(5)   | 6(3)   | 1(0)   | 5(2)   |\n| Oiher   | 12(9)   | 10(5)   | 10(7)   | 15(8)   | 12(8)   |\n| =Figures are for first,second and third reasons combined,and converted to  \u003Cbr>percentages.Figures in brackets are percentages for the first reason only.   |  |  |  |  |  |\n\nAilsa Burns and Cath Scott  \nSchool of Behavioural Science,  \nMacquarie University  \nP  \nevidence that mature age students are in fact  \nCurrie and Baldock(1989)in a survey of  \nan excellent investment in terms of  \nmature age participation in tertiaryeducation show that the Australian rate has  \ngraduation rates and subsequent workforce  \ncontribution(West et al,1986).  \naltered over time.In the 1950s and 1960s therate was low,but during the 1970s and early  \nThe material reported here concerns aspecial subgroup of mature age students-  \n1980s it increased dramatically while the  \nparticipation rate of school leavers declined.  \nsingle and married mothers.Because of the  \nFrom 1987 the growth of mature age student  \nspecially vulnerable status of single parent  \nnumbers was halted as a result of the Federal  \nfamilies,a number of government initiatives  \nGovernment's decision to increase the  \nhave encouraged supporting mothers into  \nproportion of school leavers  \nfurthcr education and training,notably the  \nCurrie and Baldock suggest that this  \ndual-eligibility","cbCaidIbyhmFyq7C","https://ap.wps.com/l/cbCaidIbyhmFyq7C","pdf",345978,"English","# Entry qualifications of students\n## Table 1: Entry qualifications of students\n# Reasons for entering tertiary study\n## Table 2: Reasons for entering tertiary study\n# Study background and procedure\n## Procedure","[{\"question\":\"What is the main subject of the study?\",\"answer\":\"The study examines academic background and achievement of single and married mothers undertaking tertiary study, using survey evidence from a mature-age student subgroup.\"},{\"question\":\"How were the institutions and sample defined?\",\"answer\":\"The study was conducted in 1987-88 with a sample of 185 single and married mothers enrolled at Macquarie University (MU) and Macarthur Institute of Higher Education (MI, now part of the University of Western Sydney).\"},{\"question\":\"Why does the document discuss misconceptions about mature-age students?\",\"answer\":\"It contrasts common beliefs—such as mature-age students being “recyclers” or a poor investment—with the project’s comparative findings, using figures to argue these misconceptions are untrue.\"}]","Academic background and achievement of single and married mothers undertaking tertiary study | PDF",1792080887]