Adult Part-Time Students in Higher Education: Perceived Factors That Impact Persistence to Degree Completion

Autor/in	Farally-Semerad, Gail
Titel	Adult Part-Time Students in Higher Education: Perceived Factors That Impact Persistence to Degree Completion
Quelle	(2019), (176 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-3755-0
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Students; College Students; Adults; Part Time Students; Academic Persistence; Individual Differences; Private Colleges; Employment; Student Attitudes; Educational Attainment; Family School Relationship; Urban Areas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Part-time students; Teilzeitstudent; Individueller Unterschied; Privathochschule; Dienstverhältnis; Schülerverhalten; Bildungsabschluss; Bildungsgut; Urban area; Stadtregion
Abstract	According to the National Center for Education Statistics (2017), the adult student population between 2015 and 2027 is projected to increase by an additional 31%, making students over the age of 25 years the largest cohort on college campuses. Adult students balance living, learning, and earning, which can lead to higher attrition rates due to their part-time enrollment status. The phenomenon of why certain adult students persist while others leave prior to graduation is comparatively a new area of scholarly research. An ever-widening gap exists in research addressing factors that impact adult students. The purpose of this case study is to add to the scholarly literature by investigating which individual and institutional factors impact adult students' persistence and commitment to degree completion. The setting for this study was a private, not-for-profit college in a major metropolitan area located in the Mid-Atlantic region of the United States that caters to a diverse population of working part-time adult students. The research approach used is this study was a qualitative case study research design utilizing focus group discussions, which were offered online and on-campus. The research questions concentrated on factors the adult student perceived to have the greatest impact on their persistence to degree completion including cognitive and noncognitive factors and institutional factors related to policy and programming. After completion of the data collection process, an analysis was performed to identify patterns, concepts, and themes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01