The Journal of Continuing Higher Education

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Career Journey Influences on Mature Creative Arts

Students in Higher Education: A Systems Theory
Framework Approach

Emma Lennox

To cite this article: Emma Lennox (2024) Career Journey Influences on Mature Creative
Arts Students in Higher Education: A Systems Theory Framework Approach, The Journal of
Continuing Higher Education, 72:3, 359-374, DOI: 10.1080/07377363.2024.2309410

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THE JOURNAL OF CONTINUING HIGHER EDUCATION
2024, VOL. 72, NO. 3, 359–374
https://doi.org/10.1080/07377363.2024.2309410

Career Journey Influences on Mature Creative Arts

Students in Higher Education: A Systems Theory
Framework Approach
Emma Lennox

ABSTRACT KEYWORDS
This research addresses the intersection of a unique student cohort, Mature students; careers
UK mature students studying creative arts subjects at higher educa­ theory; career decision
tion undergraduate level, focusing on career drivers and influences making; higher education;
case study; arts and
and using McMahon and Patton’s Systems Theory Framework of humanities; creative arts
Career Development (2022). The findings suggest that these students
face similar barriers to their non-arts peers; however, motivations
and academic experiences can be unique. Key influences included
passion for their subject and a desire to gain accreditation for their
creative skill set. Also highlighted is the importance of tailored sup­
port and collaboration with mature students to co-create effective
solutions to help them navigate non-linear career journeys.

Rationale
According to the UK Universities and Colleges Admissions Service (UCAS), mature stu­
dents, or lifelong learners, are defined as those who enter education over the age of 21
to begin an undergraduate degree and over the age of 25 when commencing postgradu­
ate studies (UCAS, 2023). This cohort constitutes a substantial portion of the under­
graduate population in the UK. Mature entrants undertaking full-time undergraduate
courses increased to new record levels in 2018, 2019, and 2020, and mature applicants
for courses starting in 2021 rose by 24%. In the academic year 2019-20 there were
approximately 254,000 mature undergraduate entrants at UK universities, making up
37% of all undergraduate entrants (House of Commons Library, 2021).
The method of study that this group prefers is also changing. While the number of
mature students studying part-time decreased by 57% between academic years 2010–11
and 2019–20, the number studying full-time increased by 41% over the same period.
More mature students now study full-time than study part-time (Office for Students,
2021).
Interestingly, the subjects that mature students pursue tend to be vocationally orien­
tated. In contrast to younger students, who often appreciate the breadth of opportunity

CONTACT Emma Lennox [email protected] Education and Student Services, Queen’s University Belfast,
University Road, Belfast, UK
� 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
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360 E. LENNOX

and time to make a career decision that pursuing a degree affords, mature students are
often studying with a specific goal in mind (Lavender, 2021).
In 2021, student population analysis revealed that students aged 25 years and older
were more likely to pursue subjects closely related to medicine or education, constitut­
ing 39% of the cohort in these fields, compared to 20% of the total student population
(House of Commons Library, 2021). This aligns with the demographic data for Queen’s
University Belfast (QUB), which records the two highest schools with mature students
as Medicine, Health, and Life Science subjects (pharmacy 37%, nursing and midwifery
33%, medicine and dentistry 11%) and Social Sciences, Education, and Social Work
(28%). Notably, the next most popular school, with 17% of their students aged 25 or
over, was Arts, English, and Languages (AEL) (Queen’s University Belfast, 2023). These
are not subject choices traditionally associated with direct or linear career paths and
stand out with the number of mature students they attract.
This study focuses on the intersection of two distinct student groups, i.e., full-time
mature students pursuing creative subjects at undergraduate level. In the past, studies
have separately looked at undergraduate arts students as a group and also mature stu­
dents as a group. No studies have examined mature students choosing to study arts at
undergraduate level. (Most mature arts students are found at postgraduate level.) It is
the combination of these two factors which makes this cohort unique. The literature
review below explores the unique career drivers of this group, highlighting the challenge
of categorising motivations. Recognising this strength of individuality, the research
examines three case studies of mature female AEL students, aiming to understand their
career drivers and influences and determine the best support that the university and
careers service could provide.

Literature Review
This research review aims to examine the converging of two often separate student
groups, i.e., mature students who also study arts subjects and undergraduate arts stu­
dents, within the theoretical model of McMahon and Patton’s Systems Theory
Framework of Career Development (2022).

Mature Students Studying at Higher Education Level

Despite previous trends of increasing numbers of mature students, according to dataHE
(Corver, 2023), a UK organisation which helps universities use data effectively, numbers
of applicants for the recent 2023 intake indicated that numbers have started to fall:
4.4% for ages 21 to 24 years, 1.8% for ages 25 to 29, and 1.1% for ages 30 to 34 (Jack,
2023).
Extensive research has previously been carried out with this mature student cohort at
various stages of their academic journey, regardless of the subject being studied. This
aligns with supporting government targets to address social equity and mobility and
paving the way for the introduction of the Lifelong Loan Entitlement, which enables
four years of tuition fees until age 60 (House of Commons Library, 2023).
 THE JOURNAL OF CONTINUING HIGHER EDUCATION 361

Areas of previous investigation have included the availability of pre-university entry

routes and individual preparation (Black, 2022; McCune et al., 2010) and also how
best to support the mature student’s transition into university (Fragoso et al., 2013;
Scollan, 2019), involving case studies and practice research. Past inquiries have also
addressed the sustainability of mature student engagement throughout their pursuit of a
degree, using technology (Abbas et al., 2022), peer-assisted learning (Bermingham et al.,
2023), and institutional support (Heagney & Benson, 2017).
These studies consistently highlighted mature students as having different motivations
and needs from younger students (McCune et al., 2010). They are more likely to be dis­
abled, from a widening participation background, have caring responsibilities, have
non-traditional qualifications, and have applied to just one university (MillionPlus,
2012; Burke, 2004). A student from a widening participation background is identified
through a state-funded pupils’ progression to higher education (HE) by age 19 accord­
ing to their personal characteristics at age 15, including eligibility for free school meals
(low parental economic income), disadvantage, gender, ethnicity, special educational
needs and disabilities (SEND) status, first language, children in need and looked after
children (Department for Education, 2023). It can also include first generation univer­
sity attenders. They tend to study locally and are less likely to live on campus, instead
living in their own homes and commuting to classes (Holton, 2018; Pokorny et al.,
2017).
Busher and James (2020) also highlighted the differing motivations of mature stu­
dents, many of whom were unable to access higher education as teenagers. Reasons
included lack of qualifications or encouragement to apply, competition from further
education or employment, and negative experiences of education along with the
assumption they were not the right “fit” for Higher Education (HE) (McCune et al.,
2010; Swain & Hammond, 2011; TASO, 2021). Further education (FE) includes any
study after compulsory secondary education that is not part of higher education. This
includes technical courses, applied learning, and vocational apprenticeships but not at
undergraduate degree level (GOV.UK, 2023).
Categorising mature students by metrics applied to other cohorts can be problematic.
For example, defining widening participation by free school meals uptake or postcode
may not be an accurate reflection of their current position. Centre for Enterprise (CFE)
Research highlighted that “lack of availability of datasets for targeting outreach activities
for mature and part-time learners emerges as a major gap” (CFE Research, 2020), and
more nuance is needed. Sutton (2019) argued that mature students can’t be understood
as a single homogenous entity and that differentiating by age group gave a better under­
standing of their experiences.
Previous research emphasises the necessity of tailored support for the specific chal­
lenges faced by this group. This involves aiding the transition from FE to HE and
addressing academic and social aspects to enhance a sense of belonging. Offering
more study options, flexible course structures, and condensed schedules could assist
mature students in managing their diverse priorities effectively (Farmer, 2017).
Despite the extra challenges faced by mature students, pursuing HE can be trans­
formative for this group (Office for Students, 2021), personally and professionally. Data
from full-time undergraduate mature students from 2016-17 showed 75.7% progressing
362 E. LENNOX

into highly skilled employment or further study, which was 3.4% more than their
younger student counterparts (Office for Students, 2021).

Studying Creative Subjects at Higher Education Level

UCAS reported that mature students tend to study a small and particular range of
courses, with subjects relating to health science (including medicine and nursing), edu­
cation, and social studies (including social work) proving most popular (UCAS, 2018),
thus explaining why previous research with mature students has mostly focused on
medical disciplines (Jurjus et al., 2017), teaching (Griffiths, 2002), and social work
(Lister, 2003). The rationale supporting these subject choices was the link to a direct
vocation and specific purpose of study.
However, in the university in this study, the school with the third highest number of
mature students was Arts, English, and Languages (AEL) (QUB, 2023). Whereas medical
or social science subjects can be seen as leading to a traditionally linear career path and
a defined job title, AEL subjects include drama, film, English, broadcast production,
music, and modern languages, which are sectors traditionally with connotations of
strong competition to find stability. Characteristics of creative industries include port­
folio and protean careers (Pennill et al., 2022), the need to embrace uncertainty and
flexibility, and, often, strong entrepreneurial skills to be successfully self-employed
(Woronkowicz, 2021). There can also be an increased risk that graduates will not pro­
gress to full-time employment using skills directly related to their degrees (Paulsen,
2023). Contrary to past findings focused on mature students pursuing higher education
for direct career advancement, artistic degrees and careers present distinct features. This
study explores the motivations and influences behind mature students choosing creative
subjects and subsequent careers.

Systems Theory Framework of Career Development

The constructivist careers theory proposed by McMahon and Patton (2022) posits that
individuals, as the primary locus, actively shape their own realities and narratives. A
central assertion of this concept is that an individual’s beliefs and viewpoints are not
static but subjective, influenced by external influences, and not fixed.
Those authors recognised the limitations of their theory, namely, that it was not an
independent, discrete system and that other theories would have influence. They saw
their framework as “a metatheoretical framework for the integration of career theories
using systems theory” aiming towards “developing a relationship between theory and
practice centred on the individual" (Patton & McMahon, 1999, xix). The flexibility of
this system lends itself as a framework to this research, allowing the researcher to adapt
it to three very different case studies.
This study was particularly interested in the Systems Theory Framework’s emphasis
on understanding the numerous influences shaping an individual. Career decisions are
not made through isolated, rational thinking; various elements contribute to the out­
come. At the core of this framework are intrinsic factors such as gender, values, health,
sexual orientation, ability, interests, skills, age, beliefs, personality, self-concept, ethnicity,
 THE JOURNAL OF CONTINUING HIGHER EDUCATION 363

aptitudes, physical attributes, and world-of-work knowledge. While certain aspects, like
beliefs, can change, others, such as ethnicity or age, remain unchangeable.
In the framework’s next layer, the student’s social system comes into focus, including
educational establishments, workplaces, and community groups. It also considers infor­
mal influences such as peers, family dynamics, and media presence (or absence).
Expanding this layer reveals the Environmental-Societal system, including geographical
location, political decisions, historical trends, globalisation, socioeconomic status, and
the employment market. Although beyond the student’s control, these elements signifi­
cantly influence individual decision-making.
The framework also acknowledges the role of chance, i.e., unforeseen situations and
opportunities that arise during career decision-making. This aspect was of interest in
the case study analysis because of its impact on individuals and their career manage­
ment development.
This literature review examines the dual interests of mature students pursuing arts
subjects within the context of McMahon and Patton’s Systems Theory Framework of
Career Development (2022). It highlights research which addressed the unique chal­
lenges and needs of mature students, including those from widening participation back­
grounds, disabled individuals, and those with caring responsibilities. Tailored support
mechanisms, transitions from further education, and flexible study options have proved
essential to enhancing mature students’ academic experience. It also examines their dis­
tinctive motivations when choosing creative subjects at the HE level, underscoring the
value of pursuing creative disciplines for personal and professional transformation.
At the core of this analysis is the Systems Theory Framework of Career Development
by McMahon and Patton. This constructivist theory underscores the complex interplay
of intrinsic factors, social systems, environmental-societal influences, and chance occur­
rences in shaping individuals’ career decisions. The framework’s adaptability makes it a
valuable tool for understanding the multifaceted experiences of mature students study­
ing arts subjects, providing a solid foundation for the case study analysis.

Methodology
Epistemological and Ontological Position
To address diverse AEL subjects, an open, flexible research philosophy with an interpre­
tivist stance guided qualitative data collection. Aligning with Hammond and Wellington
(2013), interpretivism acknowledges the world’s interpretative nature, allowing explor­
ation of mature students’ career journeys, including unique aspects and challenges.
This study used a social constructivist approach to merge interpretivist epistemology
with a constructivist ontological framework. Enabling open discussions with interview­
ees, it investigated the construction of their opinions (Hammond & Wellington, 2013).
Recognising the impact of social interactions and context on meaning-making, the study
explored external factors’ significant role in shaping individuals’ perceptions of past and
present career decisions and future goals. Through semi-structured interviews, students
discussed diverse influences from their contextual existence, and each case study was
viewed through the lens of McMahon and Patton (2022) System Theory Framework.
This study aimed to address two main questions:
364 E. LENNOX

1. What are the main career drivers and influences that led to the mature AEL stu­
dents choosing to study a full-time undergraduate arts degree?
2. How can the university and careers service best support mature students study­
ing arts subjects?

Case Studies
A case study as research data representation allows the understanding and exploration
of complex issues behind quantitative statistics. It provides a more holistic and detailed
viewpoint of an experience or situation and empowers the participants to articulate their
perspectives (Zainal, 2017). A case study can help explain both the process and outcome
of a particular circumstance through observation, reconstruction, and analysis of the
cases under investigation (Tellis, 1997). It also allows the researcher to examine the
information closely within a small or specific context, in this case, mature students
undertaking arts undergraduate degrees in a UK Russell Group regional university. The
Russell Group represents 24 leading universities in the UK, acknowledged as research-
intensive and world-class. Only one is based in Northern Ireland, defined as a region.
These case studies and their findings have limitations due to their small number, but
as stated by Cohen et al. (2007), the purpose of each story is to “analyse intensively the
multifarious phenomena that constitute the life cycle of the unit with a view to estab­
lishing generalisations about the wider population to which that unit belongs” (p. 258).
This case study research was instrumental in its approach, using interviews to inform
understanding of a particular student cohort, leading to Bassey and Pratt’s (2003) fuzzy
generalisations and best estimate of trustworthiness, i.e., a professional assessment of
how likely these circumstances or experiences would be present elsewhere.
Yin (2009) recommended that “evidence from multiple case studies should produce a
compelling and more robust case study” (p. 260). This study follows the methods of
previous academic careers research which used three case studies to collect data and
construct themes, including McMahon et al. (2012) and Guindon and Hanna (2002).
The findings of a small study provide detailed data, but further research is needed to
draw wider conclusions impacting on a larger population.
This study recognises that these interviews are not representative of the entirety of
the mature student AEL body. However, the self-selected students were motivated key
stakeholders, and an in-depth analysis of their feedback provided meaningful and
informed material to analyse. Further research on a larger scale would be useful to
determine the prevalence of key themes within this target population.

Participant Selection
The interviewee selection criteria mandated mature undergraduate AEL students in their
final year, having completed an optional double-module Work-Based Learning course.
This module, integrating employability lectures with a 100-hour work
placement, required proactive career management. The participants, with three years of
university and career support exposure, were close to graduation, contemplating post-
university actions while reflecting on past decisions.
 THE JOURNAL OF CONTINUING HIGHER EDUCATION 365

Data Collection and Analysis

Aligned with research epistemology, a qualitative approach was adopted. Semi-struc­
tured interviews, as endorsed by Li et al. (2019) and Kallio et al. (2016), were used to
encourage participant information and explore new ideas. This technique allowed the
researcher to guide participants on specific topics, while ensuring their freedom to
express personal opinions and new insights.
Thematic analysis was the analytical tool used, accommodating the flexibility this
study required (Terry et al., 2017) and allowing common trends to be highlighted along­
side potential innovative and specific themes relevant to this cohort. Because qualitative
research is inductive, inductive coding was used to facilitate the variety of experiences
(Skjott Linneberg & Korsgaard, 2019).
Interviews were analysed after transcription, identifying themes which supported pre­
vious research but also recognising new areas of discussion, negative and positive, with
similarities and differences noted. Coding was dependent on the information given, and
a flexible approach was taken to allow the student voices centrality.

Findings and Discussion

Case Study One – Zara (Music and Audio Production)
Zara’s narrative highlights the complex forces of the Systems Theory Framework and
the relationships among personal aspirations, societal pressures, and education path­
ways. This case study examines the factors that shaped her academic decisions and
underscores the significance of a holistic approach to adult and continuing education.
Zara, aged 20-30 years, single with no children, and from a working-class background,
was a first-generation university attendee. She initially considered pursuing a modern
languages degree but felt overwhelmed and dropped out of A levels. She said, “I didn’t
know what I wanted to do or what I wanted to be” and that choosing a subject because
she had experience in it ”didn’t feel like that was the right reason so I dropped out.”
Working in a bar made her realise her passion for music, pursuing a Level 3 and
Higher National Diploma in music before enrolling in a music degree. She recalled
pressure from school to follow the linear education path to HE and said that “there was
a stigma around not going to uni.”
She previously demonstrated courage by choosing not to continue with an expected
educational route and evidenced determination in returning to education via an alterna­
tive route. It aligns with her previous decisions and actions that she brought this brav­
ery and resilience to choosing a subject with a non-linear career trajectory.
With hindsight she was able to recognise that “music’s always been there” and that
there was a creative thread in her choices of language subjects, using words like
“creative passion” and “poetic” to describe them. She was never encouraged to pursue
music, stating “I was actively discouraged.” She explained, “It was just kinda coming
from a really working-class background it just wasn’t going to be an option for you,
you had to get a job, a real job.”
Zara chose to teach herself music and experienced relief when she realised, “I didn’t
have to follow the very specific career path that doesn’t even really exist anymore.”
366 E. LENNOX

She used words like “drummed into us’’ and “expected to be,”’ highlighting the pressure
she felt but appreciated her past experiences, stating “it’s not what you expected it to be
but it’s led me to where I am now which is pretty cool.” The socioeconomic barriers
she had to overcome were very real and highlight the need for potential timely interven­
tion to support young people in pursuing creative careers.
Zara was content with her chosen sector, recognising the time invested in music edu­
cation. She was enjoying exploring options within the field and was in no rush to define
herself by a job title, expecting “whatever hodge podge music career I end up having”
and “muddling along to find out what you really like.” Her previous obligatory deci­
sion-making experiences instilled confidence about taking time to consider future
choices. Her study motivations focused on the process rather than the outcome. She
loved learning and saw education as an interest, rather than expecting a specific job
outcome. She was realistic about her options, stating:
I want to know more about it (music) and if it turns into a job at the end of it then cool,
ideally it will but I also know that’s not always the way it happens, it’s not always the way
it works out.
Further study has revealed how much she still had to learn, and she anticipated a life­
long learning process. Proactively seeking relevant experience, she faced challenges bal­
ancing work and creative pursuits. With hindsight she had a clearer idea of the support
she would have preferred, including smaller taster sessions of different industries and
skills which accommodated her class schedule, part-time job, and rehearsals. Time con­
straints due to work affected her ability to explore opportunities in the arts scene, and
she said, “There were so many opportunities I had to turn down because I had to work,
otherwise I couldn’t pay rent,” emphasising the importance of financial support for
gaining creative work experience.
Zara acknowledged the significance of work placements and industry-specific skills
for employability. Despite challenges, her journey reflected resilience and the determin­
ation to pursue her passion for music, emphasising the importance of tailored support
and timely interventions for individuals navigating creative careers.
This case study highlights the influences of extrinsic contextual variables in shaping
educational paths. Zara’s career journey so far highlights the transformative potential of
embracing a non-linear path and underscores the implications that come with choosing
an authentic route towards personal and professional fulfilment.

Case Study Two – Olivia (Film Studies and Production)

This second case study draws attention to the inner circle of the Systems Theory
Framework of intrinsic intrapersonal variables because Olivia balanced educational
expectations, careers aspirations, and the psychological phenomenon of imposter syn­
drome (Clance & Imes, 1978) as she pursued her studies.
Olivia, aged 30-40 years, a single parent who was homeschooling her child, was diag­
nosed with dyslexia as an adult and initially returned to education to expand her social
networks. Enrolling in a writing night class, she discovered a passion for the creative
industries. Pursuing an access course, she aimed to apply to university. Her childhood
love for the creative arts, particularly film, resurfaced, prompting her to choose a subject
 THE JOURNAL OF CONTINUING HIGHER EDUCATION 367

that would bring her joy. She had tried to transition into the professional arena previ­
ously and had presumed education was her barrier. She wanted to meet like-minded
people, specifically saying, “I was trying to find a creative team.” Her expectations of
her undergraduate degree were not met. She said:
I just thought I’ll do my film degree then I’ll be able to start making films, get funding,
meet my creative team and we would just create. I just made the assumption that it was
part of the puzzle I was missing.
Recognising the need for self-education and networking, Olivia assumed agency over
her career trajectory. However, imposter syndrome was referenced throughout the con­
versation, i.e., the phenomenon “used to designate an internal experience of intellectual
phoniness” (Clance & Imes, 1978, p 241), affecting her confidence and social interac­
tions. This continued throughout the pursuit of her degree, and she became quite emo­
tional describing this experience, how it made her reluctant to ask for help at the start
and to access certain spaces since she assumed she wouldn’t fit in. She mentioned, “I
think it’s very embarrassing when you feel like you don’t belong somewhere.” She refer­
enced “young” or “younger” eight times during the conversation and struggled with
establishing social connections and assimilating within her academic peer group. She
said, “It was embarrassing because of my age,” “definitely intimidated,” and during
Freshers Week “nobody would come near me.” However, Olivia was very assertive with
the course staff, describing how she “kinda shook the boat a bit” to get the extra aca­
demic help she needed.
Olivia grappled with articulating her career goals, feeling apprehensive and over­
whelmed by the prospect. She described the fear of committing to the wrong career
choice as paralleling a hesitant relationship. She had avoided engaging with the careers
service “because there’s an assumption that I’m going to have to try and explain some­
thing that I don’t fully understand myself,” and emails had just induced guilt and fur­
ther procrastination. She mentioned “email” 14 times, all with negative connotations as
another item on a to-do list.
Careers support for Olivia needed to be formalised within the academic course time­
table, have a structure, have purpose, and be tailored. She felt too overwhelmed and iso­
lated to identify and then attend careers events, despite knowing their value, and she
struggled to commit to longer programmes outside the curriculum due to childcare.
Olivia’s narrative highlights the complexity of intrinsic intrapersonal variables when
pursuing a non-linear career trajectory and the need for tailored and individual support
to help reach her potential.

Case Study Three – Lorraine (English and Creative Writing)

While Lorraine’s narrative highlights many of the Systems Theory Framework influen­
ces, her story is punctuated by occasions of chance, pivotal events, and circumstances
which impacted and changed the trajectory of her decision-making.
Lorraine was aged 30–40 years, a single parent with one teenage child, who had previ­
ous family members who had attended university. She left school at 17, started but
didn’t complete a travel and tourism course, and then pursued a career in catering.
After a serious injury, she reassessed her life, leading to a decision to pursue her passion
368 E. LENNOX

for writing. Lorraine was a keen writer from childhood and said it was “like a personal­
ity trait instead of a skill.”
Despite multiple challenges in obtaining her desired university subjects, she ultimately
switched to the creative writing pathway and proudly finished with, “I got there in
the end.”
Initially intending to study journalism, Lorraine found the versatility of an English
degree appealing, realising it opened doors to various job opportunities. The university
experience expanded her horizons for action (Hodkinson & Sparkes, 1997), transform­
ing her career plans and stating, “you kinda realise the word is your oyster.” She
described her degree as a positive process of understanding how much she didn’t know
and that “my whole world has been opened up, my whole life and career plan has
changed.”
Embracing university life, Lorraine became actively involved in clubs and societies,
discovering her latent activism. Her age and life experience contributed to leadership
roles, and she found herself as a course representative pursuing formal candidacy in the
Student Union. Her final year experience stands in contrast to her initial reactions of
first year, when she used words such as “disconnect,” “two worlds apart,” and “very ali­
en” to describe her experience.
In terms of career guidance, Lorraine expressed frustration with the lack of support
for her subject, feeling overshadowed by an emphasis on STEM subjects. She perceived
a hierarchy, with STEM subjects receiving more attention in employer engagement and
career support. Lorraine stressed the importance of embedded work experience in the
curriculum, since it played a pivotal role in her engagement. Barriers, including child­
care and part-time work, added complexities to balancing work and study, making
geography a crucial factor in seeking career opportunities.
Lorraine’s narrative underscores the interplay between systemic influences and pivotal
chance life events. Her journey from a linear career path to embracing her innate writ­
ing passion, navigating academic shifts, and leveraging chance leadership opportunities,
highlights her adaptability, growth, and persistence, despite external challenges.

Discussion
Similarities
Some of the ways the three case studies show similarity confirm and support previous
research conducted with mature students. For example, each of the participants
described common barriers to participation and advancement, including socioeconomic
factors, caring and domestic commitments, balancing part-time work, and geographical
considerations, consistent with findings by Burke (2004), Holton and Finn (2018) and
McCune et al. (2010).
Similarities unique to the creative arts strand included all three identifying with cre­
ative personalities, considering this trait integral to their identities. They traced their
self-actualisation to an early age. Despite this awareness, they didn’t follow a creative
educational path chronologically, distancing themselves from formal schooling before
re-engaging in academic creativity. Uncertainty, indecision, and a lack of support were
common factors in their initial divergence from their eventual pursuits.
 THE JOURNAL OF CONTINUING HIGHER EDUCATION 369

Common traits from each include bravery, resilience, and determination. Zara and
Lorraine both left academic courses they were not enjoying, and Olivia returned to edu­
cation as a single parent. Lorraine persisted through physical injuries and took multiple
attempts to enrol on her chosen course path. These qualities of drive and persistence
should help the interviewees as they navigate future non-linear career trajectories since
they have the lived experience of problem solving and finding solutions.
This bravery and non-conformity also manifested in the way the interviewees engaged
with their academic staff. Zara fought to complete four modules instead of three in one
semester, and Olivia advocated for extra academic support. Lorraine became a leader
within her course and initiated change in the wider university through extracurricular
society involvement. This confidence to challenge and question was common in each
case study and has created the chance for future students to do the same.
Another common thread from the case studies, which differs from previous research
on vocational subjects, is that these students were not solely focused on career out­
comes. Although their experiences differed, all pursued their subjects through an inter­
est in the creative sector, as opposed to mature students in nursing or education who
study a vocational linear subject which leads to a specific job title. The AEL interviewees
were more interested in a sector than a job title.
The interviewees expressed clear expectations and anticipated support for their
courses. They articulated their needs and expressed frustration with the misalignment
between their perceived course expectations and the actual support they received.
Ensuring clarity with students at the pre-entry stage is crucial, particularly for non-voca­
tional degrees and non-linear career paths. All three anticipated more practical exposure
and underestimated the level of self-agency required. They emphasised the significance
of the work-based learning module for their career development.

Differences
As stated in previous research (CFE Research, 2020; Sutton, 2019), mature students can­
not be easily categorised, and the individuality of their stories is even more evident in
creative arts subjects.
Their pre-university experiences were very different. Zara was actively discouraged
from pursuing music, whereas Olivia and Lorraine were encouraged and celebrated for
getting to university. Two reasons could be hypothesised for this. Zara was quite open
about her working-class background and was regularly told of the need for a “real job,”
whereas Lorraine came from a family who had pursued the humanities and taught in
higher education, showing the influence of external generational perceptions towards
the validity of pursuing creative arts subjects. A second hypothesis could be the age
band. Zara identified as being in the 20–30 age group at time of interview, with Olivia
and Lorraine in the 30-40 age band. A tentative hypothesis could imply that there is a
positive correlation between the age at which students return to pursue higher educa­
tion and the level of encouragement they receive. Mature students within older age
groups may benefit from a greater network of supporters who possess a deeper under­
standing of their life experiences, barriers, motivations, and the significance of their
370 E. LENNOX

educational choices. Further research would be needed with a larger sample size to con­
firm this theory.
Their academic expectations pre-university were also very different, highlighting the
need for clear marketing and information strategies. Olivia was expecting a practical,
vocational degree and found a more theory-based module system instead. Zara and
Lorraine wanted to expand their horizons and create more opportunities. Thus, consid­
eration must be given to supporting students who want to narrow and consolidate as
well as those who want to expand their horizons for action (Hodkinson & Sparkes,
1997).
Their non-academic experiences varied significantly. Zara, prioritising practical
experience, balanced a part-time job and live performance rehearsals, limiting her
involvement in extra-curriculars. Olivia, desiring engagement but hindered by perceived
age and anxiety, regretted missed opportunities and grappled with imposter syndrome
(Clance & Imes, 1978). One-on-one support could have increased her confidence.
Lorraine, the most involved, had a fulfilling university experience, discovering new skills
and expanding professional horizons. Uncovering advocacy and negotiation skills, previ­
ously unexplored, proved pivotal in instigating change within the Student Union, and
she aims to apply these competencies in future career roles.
The three students adopted different roles during their university experiences. Zara,
though willing to guide younger students, seldom mentioned her age. Olivia and
Lorraine were conscious of their age, with Olivia taking on a nurturing role, supporting
and encouraging students, while Lorraine emerged as a leader and problem solver, lev­
eraging her past experiences to advocate for change within and beyond her course.
The three narratives demonstrated different levels of development throughout their
degrees. Zara’s journey highlighted a holistic approach, integrating academia with prac­
tical experience, influenced by her prior work experience and the understanding that a
degree alone would not suffice in the industry. Olivia and Lorraine showcased how edu­
cational experiences could bring about personal transformation, both positive and nega­
tive. Olivia faced challenges when her initial expectations were not met,
underestimating the additional labour required. It took her longer to establish stability
in her career management. In contrast, Lorraine thrived in her journey, embracing
opportunities and exploring new career paths, fostering an excitement about the future
that Olivia lacked. After completing their educational experiences, both had clearer
goals, one with a more positive outlook than at the beginning and the other more
negative.

Implications for Practice

Categorising mature students’ experiences is challenging, and providing career manage­
ment support requires recognising their diverse influences and experiences. This group
necessitates extended flexibility due to external pressures like part-time jobs, volunteer­
ing, caregiving responsibilities, homeschooling, and building a creative portfolio.
Flexible support could involve online and in-person resources, brief sessions over lunch
breaks, and work experience spread over time. Support is needed in adapting past career
CVs, highlighting existing skills and new qualifications. Some may lack interview
 THE JOURNAL OF CONTINUING HIGHER EDUCATION 371

experience and require preparation, while others may need help with technology
unfamiliarity, making digital upskilling beneficial for boosting confidence in this cohort.
It is crucial to acknowledge mature students as important campus stakeholders.
Career offerings need to cater to diverse needs beyond fresh school-leavers. Language in
communications must be inclusive to make mature students feel a welcome part of car­
eer programmes. Recognising potential barriers for these students calls for creative solu­
tions, ideally developed in collaboration. Ongoing dialogue and co-creation should help
provide tailored interventions for this key student group.

Conclusion
The paper explores the intersection of mature students in creative arts at the under­
graduate level, examining career drivers and the role of career services, using McMahon
and Patton’s Systems Theory Framework of Career Development (2022). Unlike prior
research on vocational subjects, this study fills a gap by focusing on mature students in
creative fields.
Findings indicate similarities in barriers faced by mature students in creative arts
with their non-arts peers, such as socioeconomic factors and family commitments, but
their motivations and academic experiences are unique. Participants show bravery and
determination, with decision-making influenced by personal aspirations, external factors,
and past education. The study underscores the importance of tailored support and clear
communication for mature students in non-vocational fields, given their potential for
pursuing non-linear career paths.
Implications stress the need for flexible support, accommodating the multifaceted
lives of mature students. This involves tailored resources, sessions fitting their schedules,
and addressing concerns such as transitioning to new careers and showcasing transfer­
able skills. Collaboration with mature students is vital to co-create effective support sol­
utions meeting their unique needs.
In conclusion, this research sheds light on the career motivations, experiences, and
support needs of mature students studying creative arts subjects. It recognises that the
small sample size places limits on broader applications to a wider population and that
more research with a larger cohort would be beneficial. However, it contributes to
beginning to understand the dynamic interplay of individual factors, social systems, and
external influences in shaping student career decisions. The study emphasises the
importance of recognising the individuality of mature students and offering bespoke
support to help them navigate their academic and career journeys effectively.

Acknowledgment
Thanks are extended to the peer reviewers for their feedback and insight; it was greatly
appreciated.

Ethical Approval
Full ethical approval was granted for this project through the University of Warwick Centre for
Lifelong Learning Research Ethics Committee.
372 E. LENNOX

Disclosure Statement
No potential conflict of interest was reported by the author(s).

Notes on Contributor
Emma Lennox is a careers consultant at Queen’s University Belfast, working with Arts,
Humanities and Social Science students. Her research interests include career decision-making
and management, student achievement and perceptions of employability, careers theory and prac­
titioner wellbeing.

ORCID
Emma Lennox http://orcid.org/0009-0000-7671-1982

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