Stories of the first-year experience

David Coulton (Student Liaison Officer - Mature Age and Part-time Students' Association)

Commencing or returning to tertiary study for mature age or part-time students can produce reactions and experiences as varied as the students themselves. Representing approximately 20% of the Monash cohort, the mature age and part-time category of students covers all faculties, with students from a wide range of backgrounds and with varying expectations and goals. However I have observed that there are certain experiences which, though not universal throughout this group of students, and certainly not exclusive to them, at least represent a frequent response to making the transition to university life.

A sense of isolation or alienation is a common immediate reaction to commencing tertiary education, especially at a campus as large as Monash Clayton. This can be true for any student, but may be more prevalent in a mature student, who could feel her/his age difference from the usual school-leaver as a barrier to 'belonging', or as an obvious sign that they are 'different'.

Many university orientation activities focus heavily on the younger student population, with an emphasis on the social nature of being eighteen. This is indeed an important aspect of university life, but can sometimes serve to magnify feelings of isolation in a student for whom this type of activity is not suited. There is often a feeling that 'everyone else seems to have it together', however false this may be, which can also be accentuated if other students seem to have formed friendships in the early stages of tertiary life.

These early notions of isolation are sometimes never overcome. Some mature and part-time students I have spoken to students who have felt 'separate' from their cohorts for the entirety of their degree. These are the ones who have persevered. Others simply discontinue. A sense of social belonging is more important to some students than others. Of course there are many mature students who achieve this sense of belonging, be it as part of the wider student network, or amongst other mature age and part-time students (this is where organizations such as MAPS: the Mature Age and Part-time Students Association comes in).

These feelings of social belonging are affected by the nature of university life. However there are other factors outside university which affect the ability of mature age students to make a successful transition to tertiary study. Relationships and family commitments are usually a more prevalent issue in the lives of 23+ students. The reactions of a partner to one's commencement in tertiary study, for later entry students, can be a huge factor affecting the motivation and persistence of a student. Coping with the care of children, or elderly parents can also affect the ability of a mature student to make a smooth transition to tertiary study. There are often financial commitments and concerns which are more keenly felt amongst mature age students, particularly those with a family, or a mortgage or both! I have so far only focused on issues which can create negative reactions for mature age and part-time students. However there are many reasons why the experience is often a positive one.

Mature age students tend to do well academically. For various reasons, including experience in the workforce; well-defined goals; a lack of reticence to ask or answer questions; and strong motivation, often the work ethic of mature age students is high. However, in order to get to the stage where students' results are commensurate with their work ethic, I believe students must first feel comfortable in their surroundings. That means making a transition to a university which is welcoming of their diversity in age, background and life experience.