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Drawing on 37 semi-structured interviews from two narrative inquiry studies, the research analyzes how gender influences managing home, family, and work responsibilities alongside study demands. 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Students were recruited through student publications, notice boards, student emails, and snowball sampling, then interviewed across different occasions and study timelines.",{"name":119,"@type":110,"acceptedAnswer":120},"What major constraints emerged from the students’ stories?",{"text":121,"@type":113},"Students’ narratives highlighted limited time and money, which fostered self-sacrifice and guilt while they struggled to balance multiple responsibilities and their ongoing university commitments.","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},593514,1792230355,{"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":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},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","90 Time, money, leisure and guilt  \nTime, money, leisure and guilt – the gendered challenges of higher education for mature-age students  \nCathy Stone  \nOpen Universities Australia and The University of Newcastle, Australia  \nSarah O’Shea  \nThe University of Wollongong, Australia  \nTwo qualitative research projects examined the impact of university study on two cohorts of mature-age students at a regional university in Australia. All the students interviewed had entered university via non-traditional SDWKZD\\V DQG KDG IDFHG VLJQL¿FDQW KXUGOHV LQ JDLQLQJ XQLYHUVLW\\  \nHQWUDQFH DQG FRQWLQXLQJ ZLWK WKHLU VWXGLHV􀀑 7KH LQÀXHQFH RIJHQGHU RQ their experiences of managing home, family and work responsibilities in combination with their responsibilities as students is examined. Issues such DV ODFN RIWLPH DQG PRQH\\􀀏 VHOI􀀐VDFUL¿FH DQG JXLOW HPHUJHG VWURQJO\\ IURP the stories of these students as they struggled to manage their multiple responsibilities. The gendered nature of these struggles is explored.  \nCathy Stone & Sarah O’Shea 91  \nIntroduction  \nThis article draws upon the material generated from in-depth semi-structured interviews conducted with 37 university students. Each had participated in one of two broader qualitative studies on mature-age students’ experiences of university conducted separately in 2006, using a narrative inquiry perspective. Study A (O’Shea,􀀕􀀓􀀓􀀚􀀌 IROORZHG IHPDOH VWXGHQWV ZKR ZHUH ¿UVW LQ IDPLO\\ WR FRPH WR XQLYHUVLW\\􀀏 WKURXJK WKHLU ¿UVW \\HDU RIXQLYHUVLW\\ VWXG\\􀀑 6WXG\\ %(Stone, 2008) collected interview material with mature-age (aged 21 or over) female and male undergraduate students, who had entered  \nuniversity via an access program, and who were in years two to four of WKHLU GHJUHH􀀑 1RQH KDG DQ\\ SUHYLRXV XQLYHUVLW\\ TXDOL¿FDWLRQV QRU KDG parents who had attended university. In both studies, participants were encouraged to narrate their own experiences of university and what this meant to them on a very personal level (O’Shea and Stone, 2011) .  \nThe participants were enrolled at an Australian regional university, predominantly at one of the university’s smaller campuses at which there were approximately 3,500 university students, 60% RI ZKRP ZHUH GH¿QHG DV PDWXUH􀀐DJHG 􀀋RYHU 􀀕􀀔􀀌􀀑 $PRQJVW WKH 􀀖􀀓 and over age group, females outnumbered males by three to one.  \nStudents were recruited for both research projects through student publications, notice boards, student emails and snowball sampling where interest spread by word of mouth. The region where this study occurred is regarded as socially and economically disadvantaged. There are higher levels of unemployment and lower levels of HGXFDWLRQDO DWWDLQPHQW ZKHQ FRPSDUHG WR VWDWHZLGH ¿JXUHV􀀑 7KH latest Development Plan for the region (2011 – 2015) indicateshow the largest employers in the region include those in the health and education sectors with some opportunities available in local government, manufacturing and hospitality. There is a higher portion of employment opportunities in traditionally male occupations such as skilled trades, production and transport /distribution workers. 7KRVH ZKR ZRUN LQ ZKLWH FROODU RFFXSDWLRQV PDNH XS D VLJQL¿FDQW proportion of the 29% of the population who commute over 80-100 kilometres to the two nearest urban centres. This workforce GHPRJUDSKLF KDV VLJQL¿FDQW UHSHUFXVVLRQV IRU WKH IHPDOH SDUWLFLSDQWV  \n92 Time, money, leisure and guilt  \nin this study, many of whom were not in a position to make this daily commute. Their choices of degree specialisation were largely dictated by the employment choices available locally, much of which was concentrated in the health and education sectors. The following table provides further details:  \nTable 1. Details of Study A and Study B  \n\n| Study A: 17 Participants (O’Shea, 2007) | Students recruited on the basis of being ¿UVW LQ IDPLO\\ DW XQLYHUVLW\\􀀑 Interviewed on four different occasions over the academic year\u003Cbr>$OO IHPDOH􀀏 ¿UVW \\HDU VWXGHQWV􀀝 PHGLDQ age 34 |\n| --- | --- |\n| Study B: 20 Part","cbCait3GLPbruj1s","https://ap.wps.com/l/cbCait3GLPbruj1s","pdf",169747,21,"English","# Introduction\n## Theoretical Framework\n## Participants and Study Design\n## Recruitment and Context\n## Thematic Approach","[{\"question\":\"What research question guides the two projects on mature-age students?\",\"answer\":\"The projects examine the impact of university study on mature-age students, with attention to how experiences of managing home, family, and work responsibilities are shaped by gender.\"},{\"question\":\"How were participants recruited and what studies were conducted?\",\"answer\":\"Participants came from two broader qualitative studies. Students were recruited through student publications, notice boards, student emails, and snowball sampling, then interviewed across different occasions and study timelines.\"},{\"question\":\"What major constraints emerged from the students’ stories?\",\"answer\":\"Students’ narratives highlighted limited time and money, which fostered self-sacrifice and guilt while they struggled to balance multiple responsibilities and their ongoing university commitments.\"}]","Time, money, leisure and guilt - the gendered challenges of higher education for mature-age students | PDF",1792077393,53]