Education Commons^™

Motivating Adult Learners: Exploring The Emergence Of Adult Business Students In An East Texas University, Douglas Luke, Madeline Justice

Administrative Issues Journal

Adult enrollment in higher education institutions has grown significantly during the last decade, with students aged 25 and older attending 4-year institutions at higher rates than before. In the 21st century, few can improve their socioeconomic status or advance professionally without higher education. Colleges and universities must consider this diverse student population by identifying new modes of motivation for students to pursue degrees at 4-year institutions. Research suggests that universities focus on the new learners of higher education: nontraditional students who are motivated by their desire to learn and advance professionally. This study examined motivational factors and patterns of students …

The Learning Projects Of Municipal Elected Officials, Rebecca Campbell Smeltzer

Doctoral Dissertations

The purpose of this exploratory study was to describe the learning projects related to the governmental role of a selected sample of elected municipal officials in a geographic region of a Southeastern state. The study includes the revision of Tough’s (1975) learning projects interview schedule and the addition of eight demographic items.

Participants were selected by using a random number generator to choose 12 cities from seven population groups, creating a stratified sample of 68 elected officials, 41 of whom agreed to be interviewed. Demographic information revealed that the participants were a mix of mayors (26.8%), vice-mayors (19.5%), and city …

Unique Barriers Faced By First-Generation Adult Learners, Paulette Williams

Walden Dissertations and Doctoral Studies

There has been an increase in the number of first-generation adult learners in higher education institutions. However, literature has revealed limited information on the experiences of first-generation adult learners and their perception of the barriers they face in higher education. The purpose of this phenomenological study was to examine the experiences of 6 first-generation adult learners attending a higher education institution and their perception of the barriers they faced. The theoretical foundations were andragogy theory and social-cognitive career theory. Data were collected using purposeful interviews and data were analyzed using iinterpretative pphenomenological aanalysis. Five detailed patterns were identified: (a) students …

Examining Barriers To Retention Of Adult Learners In Rural Education Programs, Tiffany Minyon Spivey

Walden Dissertations and Doctoral Studies

The retention of adult learners in rural educational settings throughout the United States is challenging for adult education instructors. Adult learners in rural areas encounter internal and external barriers, including lack of self-efficacy and minimal transportation. Research exists regarding the retention of adult learners, but little is known about the barriers to persistence among adult learners in rural areas, or the motivations experienced by students and instructors. The purpose of this qualitative case study was to identify perceived barriers to retention at a rural adult learning center in Georgia and to provide suggestions to improve adult education and literacy initiatives. …

Adult Learner Perceptions And Experiences In A Community College Engaged In Intensive Student Success Reforms, Susan J. Barcinas, Tracy A. Kachur, Duane Akroyd, Heidi N. Mccann, Yaxin Zheng

Adult Education Research Conference

This qualitative study is based upon 200 hours of observation and 30 participant interviews aiming to deeply describe and analyze adult learner perceptions of community college intensive student success reform initiatives.