Identification and Assessment of Factors That Hinder, Prevent, or Discourage Individuals from Enrolling in or Completing Nontraditional Programs in Postsecondary Institutions in Florida. Final Report from September 1, 1984-August 31, 1985.

Autor/inn/en	Robinson, Dolores M.; und weitere
Institution	Florida State Univ., Tallahassee. Dept. of Vocational Education.
Titel	Identification and Assessment of Factors That Hinder, Prevent, or Discourage Individuals from Enrolling in or Completing Nontraditional Programs in Postsecondary Institutions in Florida. Final Report from September 1, 1984-August 31, 1985.
Quelle	(1985), (94 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Dropout Attitudes; Dropout Characteristics; Dropout Prevention; Dropout Rate; Educational Strategies; Enrollment Influences; Nontraditional Occupations; Postsecondary Education; School Holding Power; State Surveys; Statewide Planning; Student Attitudes; Student Recruitment; Vocational Education; Florida + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Lehrstrategie; Non-traditional occupations; Alternatives Berufsfeld; Post-secondary education; Tertiäre Bildung; Planwirtschaft; Schülerverhalten; Ausbildung; Berufsbildung
Abstract	Between September 1, 1984, and August 31, 1985, a study examined the barriers to enrollment in and completion of postsecondary-level nontraditional vocational education programs in Florida. Data were collected from students and faculty members at 36 of Florida's 59 area vocational-technical centers and community colleges as well as from on-site visits to institutions in Florida's five educational regions. Students indicated that recruitment strategies designed to appeal to their personal interests were more effective than recruitment strategies attempted through institutional measures (outreach recruitment, advertisements, media approaches). Students cited interest in their program and enjoyment of what they were doing as the two biggest reasons for completing programs, whereas faculty considered instructional-based support the primary factor responsible for retaining students in nontraditional programs. Situational barriers were more of a problem than were attitudinal and institutional barriers. These results suggest that faculty members should (1) become involved with institutional recruitment teams, (2) develop and implement individual recruitment strategies, (3) present a meaningful and accurate picture of their institution and concentrate on factors that are within the institution's control, and (4) encourage potential employers to hire nontraditional students at adequate salaries and with adequate opportunities for job advancement. (Appendixes to this report include samples of the correspondence, permission forms, guide sheets, and instruments used in the study.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC