Motivations and Enculturation of Older Students Returning to a Traditional University

Autor/inn/en	Parks, Rodney; Evans, Brett; Getch, Yvette
Titel	Motivations and Enculturation of Older Students Returning to a Traditional University
Quelle	In: New Horizons in Adult Education & Human Resource Development, 25 (2013) 3, S.62-75 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-4225
DOI	10.1002/nha3.20031
Schlagwörter	Baby Boomers; Higher Education; Qualitative Research; Tuition; Adult Students; Semi Structured Interviews; Lifelong Learning; Educational Environment; Student Motivation; Identification; Teacher Student Relationship; Interpersonal Relationship; Phenomenology; Social Isolation; Acculturation; College Environment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Unterweisung; Unterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Life-long learning; Lebenslanges Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation; Identifikation; Identifizierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Phenomenological psychology; Phänomenologie; Psychologie; Soziale Isolation; Akkulturation; Hochschulumwelt
Abstract	As baby boomers approach the age of retirement, they are increasingly returning to higher education to pursue degrees for encore careers. Academic planners must pay careful attention to the specific concerns of this population to help ease their transition to a university setting after decades of absence. This qualitative study investigated the meaning of the experiences of seven students participating in a 62-and-over reduced tuition program at a large, traditional Southeastern university. Two sets of semi-structured interviews were analyzed using open coding to identify major themes of participants' experiences. Lifelong learning and a preference for a college-town atmosphere were the principal motivations for participants' return to school. Challenges relating to integration into campus life, isolation from traditional students, and outsider status were explored. This study provides insight into the various ways older learners define their identity as students on a traditional campus. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10