Motivations and Barriers for Adult Learner Achievement: Recommendations for Institutions of Higher Education

2021 ◽  
pp. 104515952110595
Author(s):  
Yamini Bellare ◽  
Adam Smith ◽  
Kelcee Cochran ◽  
Samuel Garcia Lopez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Steady Increase ◽  
Institutions Of Higher Education ◽  
Recruitment Methods ◽  
Qualitative Research Study ◽  
College Degrees ◽  
Learner Achievement ◽  
Recent Trends ◽  
Return To College

Recent trends in higher education indicate a steady increase in the number of adult and non-traditional learners returning to complete college degrees. Though higher education can provide numerous economic and career enhancement opportunities, adult learners experience several challenges when they return to college. The purpose of this qualitative research study was to gather and analyze data from employees from companies in the Midwest to determine the challenges and motivations of adult learners who plan to return to higher education. The results highlight that it is important for institutions of higher education to collaborate with employers to identify ways to modify their student recruitment methods to attract more adult student learners and identify supportive resources to help them complete their degrees successfully.

scholarly journals Ups and Downs across Central and Eastern Europe

2015 ◽  
Author(s):  
Snejana Slantcheva-Durst
Keyword(s):  
Higher Education ◽  
Eastern Europe ◽  
Central And Eastern Europe ◽  
Private Higher Education ◽  
Institutions Of Higher Education ◽  
Private Institutions ◽  
Recent Trends ◽  
The University

Larger private higher education sectors are much more common across central and eastern Europe. After the fall of the communist regimes in 1989, private institutions of higher education multiplied to varying degrees in central and eastern Europe. The most recent trends reveal slow private growth in most of these countries. Declines in the number of people served by private institutions have been limited in range and time, yet have occurred in both the university and nonuniversity private sectors.

scholarly journals What is the FAFSA? An adult learner knowledge survey of student financial aid jargon

2019 ◽  
Vol 25 (1) ◽  
pp. 94-112 ◽  
Author(s):  
ZW Taylor ◽  
Ibrahim Bicak
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Financial Aid ◽  
Data Retrieval ◽  
Bachelor's Degree ◽  
Institutions Of Higher Education ◽  
Student Aid ◽  
Research And Practice ◽  
Nationally Representative ◽  
Knowledge Survey

Although adult learners (aged 25–34) have comprised over 33% of all enrolled students in US institutions of higher education, researchers have consistently found adult learners are under-supported by federal and institutional financial aid, leading these students to experience high dropout rates and low graduation rates. To better understand what adult learners understand about the process of applying for federal student aid, this study captured nationally representative survey data from 813 adult learners applying to four-year, bachelor’s degree-granting US institutions of higher education in Fall 2018. A financial aid jargon survey was written to assess what financial aid jargon terms are unfamiliar or confusing to adult learners. Results suggest some adult learners understand financial aid jargon, but many reported jargon as unfamiliar and confusing, such as Free Application for Federal Student Aid, master promissory note, entrance counseling, data retrieval tool, and non-filer’s statement. Implications for research and practice are addressed.

Campus Climate and the Theory of Gender Performativity

2019 ◽  
pp. 226-242
Author(s):  
Aaron Samuel Zimmerman ◽  
Andrew S. Herridge
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Institutions Of Higher Education ◽  
Gender Performativity ◽  
Social Construct ◽  
Experimental Performance ◽  
Recruitment Methods ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Measurement Tools

The objective of this chapter is to outline the theory of gender performativity and to discuss its implications for researchers and policymakers in higher education. This chapter will examine the manner in which the measurement tools and recruitment methods utilized by research in higher education may serve to reinforce particular ontological assumptions about gender. If institutions of higher education aspire to serve their diverse student populations as inclusively as possible, it may be valuable for researchers and policymakers to consider the notion that gender is a social construct that is continually open to experimental performance.

scholarly journals Lifelong Learning in Institutions of Higher Education

2013 ◽  
Vol 33 (1) ◽  
Author(s):  
Tom Nesbit ◽  
Catherine Dunlop ◽  
Lorraine Gibson
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Learning Opportunities ◽  
Institutional Characteristics ◽  
Institutions Of Higher Education ◽  
Lifelong Learners ◽  
Career Opportunities ◽  
Citizenship Development

In this study, we examined the provision and development of lifelong learning within institutions of higher education in British Columbia and explored some of the institutional characteristics that enable or discourage it. The results suggest that most lifelong learning opportunities are directed toward enhancing employment and career opportunities rather than citizenship development. Yet, as the demand for higher education and the number of adult learners enrolling in programs continue to increase, these institutions are well-positioned to develop new forms of education that acknowledge, accommodate, and respect the concerns and interests of lifelong learners.

Redefining Higher Education Through Competency-Based Education and Flexible Course Schedules

2022 ◽  
pp. 145-158
Author(s):  
Paula L. Edwards
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Cost Savings ◽  
Nontraditional Student ◽  
Educational Goals ◽  
College Degrees ◽  
Competency Based Education ◽  
The World ◽  
Student Focus ◽  
Competency Based

COVID has impacted the world in so many ways that life may never be “normal” again. What has come out of the pandemic is a trajectory of how we view the workplace and the classroom. With a growing number of people out of work due to the pandemic, many are turning to education to help get a job and improve their skill set. With a growing number of adult learners, higher education must be re-defined and re-evaluated. Even before the pandemic, competency-based education offered the nontraditional student the flexibility of time, pace, and cost to aid in their educational goals. Through this research, higher education is redefined to look at college degrees with a student-focus as opposed to the traditional institutional-focus, specifically in terms of course flexibility, cost savings, and pace.

The Demand for Doctorally Prepared Public Health Personnel in Institutions of Higher Education

1988 ◽  
Vol 4 (5) ◽  
pp. 298-301 ◽  
Author(s):  
F. Douglas Scutchfield ◽  
Sharon Quimson ◽  
Stephen J. Williams ◽  
Richard Hofstetter
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Health Personnel ◽  
Institutions Of Higher Education

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

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