Evaluating a Tertiary Access Program for Mature Age Women

Abstract

ABSTRACT A thirteen week bridging course curriculum was designed and implemented to assist mature adult women from a low socio‐economic region to gain access to tertiary level education. The course was located at a postsecondary college within the participants' neighbourhood, and presented by a woman staff member of the tertiary institution to which the women were guaranteed entry contingent upon successful completion of the course. The curriculum focussed explicitly on both academic and non‐academic requirements for successful tertiary study. In the academic strand, significant changes from Concrete to Abstract modes of Learning Style were observed, while in the nonacademic sphere, there was a significant change of preference from Feeling to Thinking styles of decision‐making. Twenty one per cent of participants withdrew and indicated that the course had provided sufficient insight that they were not willing to make a continuing commitment to study at such a demanding level. For all participants, the bri...