Nearly half of the student respondents across the four adult re-entry schools identified the possibility of undertaking further study at a tertiary institution as their principal reason for enrolling in the UniSA-PAL course, and this was the most commonly identified reason given. Many respondents added comments which make it clear that it was the course’s potential to prepare them for university level studies, not just as a gateway into them, which determined their choice of UniSA-PAL and was a significant reason for them taking this step.
What I found most aspiring [sic] about the program was the ability to learn all the skills which would assist me to successfully undertake university studies.
The fact that it was a preparatory course for university and that it would give me the necessary time to develop skills and make [a] gradual transition into tertiary study.
Tried the STAT test, couldn’t understand it; instantly saw it [UniSA-PAL] as a perfect way to get to uni learning; knew of external course but needed support.
Nearly a quarter of the students indicated that personal development was an important reason for their enrolment and greater opportunities for employment came third, with 22 per cent of the students indicating this goal as a significant motivation for their return to studies. Additional comments included phrases such as “thirst for knowledge” and “regret for missed chances”, making it clear that for many of these students their motivation was not, as might be expected, purely instrumental. This aspect is reflected in the discussion below of students’ experiences of the course which include a surprising level of acknowledgement of the pleasure and satisfaction they gain from their learning, and that this is of itself a significant outcome for them regardless of the doors the course might open for them.
The staff interviews provided additional insights into the students’ motivation, especially interesting since their comments are based on their experiences teaching in adult re-entry education and compared the PAL students’ motivation with those of their usual adult SACE students. The teachers and Principal interviewed in 2002 and the coordinators in 2003 (three out of the four of whom were also teaching in the program) consistently and enthusiastically commented upon the strength and clarity of the PAL students’ motivation, and the commitment, energy and keenness which they brought to their studies as a result. Comments were made about the unusually high level and strength of their motivation, and reference was often made to this being related to the clear pathway they had selected, a definite pathway leading to a common and achievable goal.
They are really committed as a cohort – to each other…and to making the trial a huge success.
The level of motivation, the commitment to producing good work and the personal satisfaction that comes from that. And the working together as a group. That’s what I would say are the striking features as a group of students.
They are highly motivated. Highly motivated. And they are really supporting each other, and they talk really seriously about their topics.
They have a more achievable dream.
Certainly they are much more motivated [than the usual SACE cohort of adult students at the school]. The choice that they made was much more deliberate and entailed a number of things, like for some of them giving up full-time work [and] significant family sacrifice in the case of a couple of others…so I think the determination and long-term vision that they needed to bring to bear to apply in the first place has made a difference to their retention.
And they’re in with students who have the same sort of dream.
The staff interviewed also thought that the students’ motivation was enhanced by the knowledge that they were already undertaking studies at university level, and that satisfactory completion of the course would qualify them for entry to a range of the University of South Australia’s programs. Both of these factors, the staff believed, increased their motivation since the outcomes of completing the course were known and reliable, and encouraged them to believe that they would be able to manage, and succeed, when they entered a university program the following year. This level of motivation and clarity of outcomes was contrasted with the prospect for adult students of taking on at least two and more likely the several years of study required to complete years 11 and 12, with no certainty that they would achieve an outcome which would enable them to enter a university course at the end of it.