Can we do it better? - A case study of how reflection within a programme team supports changes and innovations to practice - abstract

Oct 15, 2026

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Adult learners, especially women, face barriers that hinder participation in lifelong learning opportunities. Many adult programme delivery modes fail to account for these diverse needs, which can limit positive outcomes. This case study examines how reflection within a programme team enabled changes and innovations in delivery methodology for a part-time degree, improving recruitment and retention within the viable student cohort.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

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Abstract

Introduction

The adult learner and barriers to lifelong learning

Can we do it better? A case study of how reflection within a programme team supports changes and innovations to practice. breda mc taggart, it sligo orla walsh, it sligo Abstract Adult learners, and women in particular, have to combat a number of specific barriers to participate in lifelong learning opportunities. Frequently, delivery modes of adult learning programmes do not take these varying demands into consideration (McCulloch & Stokes, 2008). However, when they do, positive results ensue. This case study discusses these issues, highlighting how innovations and changes to delivery methodologies of a part-time degree programme impacted positively on recruitment and retention of the viable student cohort of students. KeyWords: (lifelong learning, barriers, accessible education) Introduction Socio-cultural and cognitive models of development hold that people learn over the course of their lives, and, as a result, require and seek educational opportunities and provision over their lifetime (Jordan, Carlile & Stack, 2008, p.123). While academic institutions are in a position to devise and provide programmes to cater for all learners, they should consider the inclusion of those at different stages ofthe lifespan in their design (Jordan, Carlile & Stack, 2008, p.123). Unfortunately, research would indicate availability, design and delivery of programmes in academic institutions do not always meet this need (Crosling, Heagney & Thomas, 2009; Tinto, 2010) . This is a recognised problem in the Irish context, with only 21 per cent of adults currently holding qualifications at NFQ level 8 or above. This pattern, combined with a challenging economic situation, increased government emphasis on a knowledge economy and rapid developments in higher education policy leads to a situation where “the scale of potential demand for higher education from adults is very substantial”(Department of Education & Skills, 2011, p.46) . The response of the Irish higher education sector and individual academic institutions to address these demands has been inadequate, with a persistent low level (12% -16%) of part-time study opportunities, limiting the accessibility of higher education for working adults and adults with caring responsibilities (Department of Education & Skills, 2011, p.46-47) . This paper explores the issues of accessible higher education programmes. It investigates how without knowledge and understanding of the needs of the part-time adult student learner, market share is limited. The structure of this paper is as follows: it begins by exploring the profile of adult learners and the barriers to participation encountered by this student cohort. Moving forward, the paper outlines the case, programme context and barriers to participation identified by potential students to a part-time Honours Bachelor of Arts (BA) Early Childhood Care and Education (ECCE) programme in a higher education institution. Finally, the paper will outline the essential changes made to address such barriers to participate in learning for adult learners in this case context. The adult learner and barriers to lifelong learning Malcolm Knowles (1913 – 1997), the American educationalist who had an enormous influence on adult education, popularized the term ‘andragogy’, defining it as ‘the art and science of helping adults learn’ (Baumgartner et al., 2003; Jordan, Carlile & and Stack, 2008). Adult learners, according to Knowles, are self-directed, independent learners who are ready to learn, are orientated to learn and motivated to learn (St. Clair, 2002; Clardy, 2005; Jordan, Carlile & Stack, 2008). In most cases, adult learners chose to return to education, and are therefore intrinsically motivated and are generally self-directing. Knowles adopted a humanistic approach to adult learning which holds that humans are motivated by an innate drive to fulfil their potential (Bernstein and Nash, 2005) . While adult learners may be intrinsically mo

FAQs

What barriers affect adult learners’ participation in lifelong learning?

Adult learners, particularly women, face specific barriers such as delivery structures that do not account for varying needs, geographic inconvenience, monetary issues, and personal responsibilities.

What does the case study examine regarding programme delivery changes?

The case study explores issues in accessible higher education programmes and how innovations and changes to delivery methodologies in a part-time degree programme impacted positively on recruitment and retention.

How does the paper define adult learning andragogy?

The paper attributes the term ‘andragogy’ to Malcolm Knowles, describing it as the art and science of helping adults learn, emphasizing self-directed, motivated learners.

Oct 15, 2026

Uploaded by Putri