This presentation, based on review of international (English) and Hungarian literature, aims to reveal the theories, which might explain the participation of adult learners in higher education (HE) institutions. Furthermore, based on qualitative interviews, it aims to reveal those motivational factors and barriers which influence their participation.

The research investigates the following questions: Who are the adult learners who decide to study in HE institutions? What are the motivational factors, which lead them to study in adulthood? Which social influence factors (such as age, class, marital status, employment status) affect motivation to participate? What are the barriers they have to face? Which theory can be used to understand their decisions to pursue HE studies? How can their participation be explained?

The research raises important theoretical considerations about the role of part-time adult learners in higher education institutions. Explanations of part-time adult learners’ participation can be categorized into three groups: 1.) Social perspectives, 2.) Economic perspectives, and 3.) Individual’s interactions with social influences.

Social perspectives are concerned with life situation, participation, institutional barriers and participation. Economic perspectives are based on the assumption that individuals make rational choices to participate or not This decision is based on the information they have concerning the costs and benefits of participation. Individuals’ interactions with social influences focus on social and individual forces and their interaction (Desjardins 2010). These theories include: the power-load-margin model (McClusky 1963), the needs of hierarchy theory (Maslow 1954), force-field theory (Miller 1967), the congruence theory (Boshier 1971), the expectancy valence model (Rubenson 1975)and the chain-of-response model (Cross 1981).

Moreover, life-transition theory (Aslanian & Bricknell 1980), reference group theory (McGivney 1993, Gooderham 1987) and social participation theory (Cookson 1987) are also important theories giving explanations to participation.

In addition to these concepts, there are also composite theories: the recruitment paradigm (Rubenson 1977), and the psychosocial interaction model (Darkenwald & Merriam 1982).

On the other hand, non-participation is explained by 1.) situational barriers 2.) institutional barriers and 3.) dispositional barriers. Situational barriers arise from one’s situation in life such as lack of time because of work and/or family responsibilities. Institutional barriers are practices and procedures that hinder participation such as fees or limited course offerings. Dispositional barriers are attitudes and dispositions towards learning (Cross 1981). A fourth category, informational barriers, refers to a lack of information on education and training offers and benefits (Rubenson 2010).

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