Abstract
This research addresses the intersection of a unique student cohort, UK mature students studying creative arts subjects at higher education undergraduate level, focusing on career drivers and influences and using McMahon and Patton’s Systems Theory Framework of 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 support and collaboration with mature students to co-create effective solutions to help them navigate non-linear career journeys.
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