Experiencing the experienced: The impact of non-standard entrants upon a programme of higher education

1 January 1989

journal article
research article
Published by Taylor & Francis in Studies in Higher Education

Vol. 14 (1) , 41-54
https://doi.org/10.1080/03075078912331377602

Abstract

The case for admitting non-standard entrants (NSEs) to higher education is examined in the light of experience at Bradford and Ilkley Community College over a ten-year period. The data and conclusions are based upon a case-study of the social characteristics, academic performance, educational experience and subsequent careers of over 1000 students, almost three-quarters of whom were NSEs. It examines one college's attempt to operationalise a flexible admissions policy and the lessons to be drawn from its experience. The main conclusions of the paper are as follows.

Keywords

This publication has 2 references indexed in Scilit:

The older the better? A study of mature student performance in British universities
Research in Education, 1984
The university performance of mature students
Research in Education, 1975