Who are non-traditional students? A systematic review of published definitions in research on mental health of tertiary students
Year: 2014
Type: review
Study design: Systematic Review
Abstract: The term ‘non-traditional students’ is commonly used in higher education research and yet its definition has been unclear. This study systematically reviewed 45 definitions of ‘non-traditional student’ in mental health research conducted within the higher education context using a standardised data extraction and appraisal tool. Findings suggested a wide range of variations on how this term was defined. Thirteen different categories of meaning have been used, including age, multiple roles, mode of study, gap in studies, commuter status, being demographically ‘different’ from the norm, sex, admission pathway, enrolment in ‘non-traditional’ programs, being ‘disadvantaged’, disability and trauma, ethnicity, and having a previous degree. Different combinations of categories were mentioned in the reviewed definitions and wide variations existed within each category of meaning. The term ‘non-traditional student’ does not currently represent a functional category in communicating a distinct concept. Future research should improve the clarity and consistency in which it is defined. Key words: Definition; non-traditional student; systematic review; tertiary education.
Source: Educational Research and Reviews
DOI: 10.5897/err2014.1944
Institution: The University of Adelaide
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2155343517