University life in adult age: Breathing the architecture
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The Higher Education System in Europe is currently promoting lifelong learning, as an answer for the fluctuating contemporary society. Following this trend, since 2006 in Portugal, access tests for people older than 23 years old were prepared, encouraging equal opportunities. Even though the potential of the older student body is profuse, the dropout rate is high. Therefore, the aim of this study is to raise awareness of success strategies implemented for overcoming difficulties and the achievement of academic goals in the university environment. To do this, from a qualitative approach, through the use of the in-depth interview as a data collection instrument, a case of success is presented from the biographical-narrative research framework. Results show the trajectory of the case, highlighting motivations, strategies, and useful supports to resume and face higher education in adulthood from an introspective-experiential approach. Conclusions indicate that systematization is key to family, academic and professional conciliation and to prior knowledge of the context, as the main strategies for achieving academic success. It should be noted that age and especially life experience, are valuable resources, not only for adaptation to change and resilient approach of complex situations, but also for higher education improvement, from the contributions of a thoughtful and mature vision and inserted in this context, thus, with awareness of hidden details.
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