ABSTRACT
This chapter examines TEF (Teaching Excellence Framework) data from across 15 small, specialist performing arts providers in England (UK) to develop insights into the reality of the 21+ performing arts undergraduate student journey from recruitment to progression. The authors draw on this data to question the quality of student experience and post-qualification progression into industry. The discussion shifts into broader socio-culturally informed conceptualisations of issues surrounding potential academic and employment challenges for this student demographic. Adopting theories from Hall and Buckingham, the authors explore ideas around cultural hegemony and representation to present insights into the broader ecological contexts of 21+ drama student training experiences and employment outcomes. The chapter concludes by considering the issues and challenges facing these students (identified as ‘mature’) and recommends how small, specialist English performing arts higher education providers and the performing arts industries can do more to foster an age-inclusive ecology.
