Adult Student Needs and University Responses.

Autor/in	Hengesbach, Theodore W.
Titel	Adult Student Needs and University Responses.
Quelle	(1978), (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Development; Adult Education; Adult Students; Blacks; College Credits; Comparative Analysis; Counseling Services; Degree Requirements; Developmental Tasks; Experiential Learning; External Degree Programs; Family Role; Females; Financial Needs; Information Dissemination; Nontraditional Students; Postsecondary Education; Special Degree Programs; Student Needs; Surveys; Whites + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Black person; Schwarzer; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Entwicklungsaufgabe; Experiental learning; Erfahrungsorientiertes Lernen; Weibliches Geschlecht; Informationsverbreitung; Post-secondary education; Tertiäre Bildung; Graduiertenförderung; Survey; Umfrage; Befragung; White; Weißer
Abstract	A questionnaire was administered to determine the needs of external degree students in the South Bend, Indiana University External Degree Program. The results (48% response rate) were compared with those of an earlier study with Northwestern New York postsecondary students. It was found that 50% of South Bend students, as compared to 27% of the New York students, were between twenty-nine and forty-three. Although both samples were predominantly white, the number of black students in the external program was twice what could be expected from South Bend local and school population ratios. Forty-eight percent of the South Bend group, as opposed to 20% of the New York group, received initial program information from print media. In examining the South Bend group alone, it was found that most of the students were between twenty-nine and fifty-five, were in a phase of reappraising their life, were most likely working, and had a yearly family income of over $15,000. The female student's personal income was often severely limited. Main student criticisms revolved around two concerns: lengthy procedures in granting self-acquired competencies; and a special mathematics course requirement. In addition to responding to these criticisms it is recommended that the university hold business office hours after five o'clock and possibly on Saturday/Sunday and provide greater counseling services. (CSS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01