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Participants’ statements clarify study approaches, conceptualisations of information literacy, and lived experiences as learners. The findings are interpreted using transformational learning and constructivism, informing a course re-design model. The model aims to enhance access practice by prioritising personal transformation enabled by access courses during redesign.",{"@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/improving-pre-entry-access-to-university-towards-a-model-of-transformational-alignment/589385/",{"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/improving-pre-entry-access-to-university-towards-a-model-of-transformational-alignment/589385.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method is used to understand adult returner students’ learning approaches?","Question",{"text":112,"@type":113},"The study uses qualitative analysis of a series of semi-structured interviews with adult returner students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical lenses guide the interpretation of the interview data?",{"text":117,"@type":113},"The data are interpreted through two lenses: transformational learning and constructivism.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the proposed course re-design model aim to improve?",{"text":121,"@type":113},"It aims to improve access practice by foregrounding personal transformation afforded by access courses in the redesign process.","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},589385,1792210157,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Improving pre-entry access to university: Towards a model of transformational alignment  \nbill johnston, tony anderson and alexandra mcdonald, university of strathclyde  \nAbstract  \nThis article presents empirical research exploring adult returner students’ approaches to learning via qualitative analysis of a series of semi-structured interviews. Interviewees’ comments illuminate their approaches to study, their conceptualisation of information literacy, and their experiences as learners. We interpret the data through two theoretical lenses (transformational learning and constructivism) . We propose a model of course re-design aimed at improving the practice of access by foregrounding within the redesign process the notion of personal transformation afforded by access courses.  \nIntroduction  \nCourses offering access to higher education constitute a significant intersection between two major forms of Lifelong Learning, given that they are part of the adult learner’s transition from previous forms of formal and informal learning ([e.g. school](e.g. school) learning, workplace training and learning) to a more formalised and academic learning situation, and in turn offer the possibility of further transition into full-time undergraduate study. As such, students on access courses are an interesting group to research, because they are positioned at the meeting point of a number of powerful learning environments, each with its own tradition, ethos, theory and practice of learning. The present paper seeks to illuminate the interaction of educational forces in the learning journeys of one such group of students.  \nThe Pre-Entry course in Arts and Social Sciences atthe University of Strathclyde offers potential adult returners the opportunity to study part-time a variety of arts and social sciences subjects as a prelude to possibly re-entering full time education as an undergraduate student. As such, like many equivalent access  \ncourses in other institutions, it allows students to sample higher education and if they wish, to use the access course as a vehicle for entering a full-time degree course, either at Strathclyde or at other universities. In terms of curriculum and pedagogy, the course provides a) a form of preparation for the first year experience as it would be understood in the relevant Higher Education literature, and b) a space for transformational personal development as it would be understood within the Adult Education literature. These aspects maybe said to overlap in varying degrees, depending on the perceptions and needs of the students, staff and the course designers.  \nThe course is open to adult returner applicants, a group who are defined ashaving been away from full-time formal education for a period of at least three years (which means that this group of students are typically at least 21 years old, in effect the group formerly referred to in the UK as ‘mature students’) . In practice, a range of individuals of different ages and from varied backgrounds apply to this course:  \n• adults who are either unemployed and who perceive a degree as a route into a career  \n• individuals who are already in occupations but who would like to obtain a degree as a vehicle for career change.  \n• retired individuals who are fulfilling along-harboured ambition to undertake academic study that circumstances had denied them earlier in their lives.  \nEqually, having sampled the higher education experience, pre-entry course students are free not to proceed to undergraduate study. As a part-time course taught by evening study, it is particularly attractive to individuals in full-time work who wish to explore university-level study without committing themselves to a full-time access course, with all the implications of sacrifice and financial hardship that the latter might entail.  \nLike the first year of the undergraduate degree to which the Pre-entry course provides access, it involves the study of three academic subjects. These are taught ","cbCaidEBBhH6ZFjM","https://ap.wps.com/l/cbCaidEBBhH6ZFjM","pdf",80859,14,"English","# Abstract\n# Introduction\n# Theoretical background","[{\"question\":\"What research method is used to understand adult returner students’ learning approaches?\",\"answer\":\"The study uses qualitative analysis of a series of semi-structured interviews with adult returner students.\"},{\"question\":\"Which theoretical lenses guide the interpretation of the interview data?\",\"answer\":\"The data are interpreted through two lenses: transformational learning and constructivism.\"},{\"question\":\"What does the proposed course re-design model aim to improve?\",\"answer\":\"It aims to improve access practice by foregrounding personal transformation afforded by access courses in the redesign process.\"}]","Improving pre-entry access to university - Towards a model of transformational alignment | PDF",1792067093,35]