Date of Award

7-2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Roger Mitch Nasser

Second Advisor

Molly Hudgins

Third Advisor

Kevin Winslow

Abstract

For many, the “American Dream” involves earning a college degree. This degree promises a brighter professional and personal future and an improved overall quality of life. The steps taken to achieve this dream are graduating from high school, heading straight to college, graduating with that bachelor’s degree, and moving forward in the “perfect” career. While this step-by-step process seems natural to most, the reality is that in the fall of 2022, 69.2 percent of high school graduates entered the workforce, opting to pursue that degree much later in life ("College Enrollment," 2023). Researchers refer to this type of student as the post-traditional learner. Soares (2013) states that “post-traditional learners are individuals already in the workforce who lack a postsecondary credential yet are determined to pursue further knowledge and skills while balancing work, life, and education responsibilities” (p. 1).

More research must determine post-traditional students' priorities regarding admissions and enrollment practices, specifically at branch or satellite campus locations. Additionally, many obstacles, such as family life, work, and finances (Osam et al., 2017, p. 55), prevent post-traditional students from enrolling in higher education institutions with processes geared towards the traditional-aged college student. This qualitative study examines the relationship between the course offerings at a satellite campus and on-ground post-traditional student enrollment. This study aims to determine why post-traditional learners enroll at a satellite campus and whether course offerings influence on-ground enrollment. Research has indicated an increasing need for educational programs that adapt to the nontraditional adult learner.

This dissertation has four research questions that focus on the preferences and experiences of the adult learner enrolled at a satellite campus. Eleven survey participants and three interview participants provided data. Participants shared their experiences, which led to several emergent themes in the categories of affordability, influencers, academic and institutional support, and whether their entry term influenced their overall perception of the program they enrolled in. Study participants expressed the need for educational programs and support tailored to the adult learner, which includes a preference for on-ground courses in convenient locations close to work or home. This study shows that higher education institutions can do more to support their adult learner population and suggests enhancements for increased support and inclusion.

Download

Included in

Education Commons

Share

COinS