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Adult Undergraduates: Exploring Factors Essential to Success and Persistence toward Educational Goals

Moffatt, Deborah
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533757

Abstract Details

2010, EdD, University of Cincinnati, Education : Curriculum and Instruction.
This qualitative study explored the lives and experiences of 45 adult undergraduates and the factors they identify as essential for success and persistence toward educational goals. What we learn from the adult students, roughly 26–60 years of age, is why they chose to add college to their already full lives, what they have experienced in college, and most importantly, why and how they succeed and persist. Among the factors identified as important or essential are support, personal motivation and determination, paying for college, and success in learning. The study was purposefully designed for maximum variation in adult learners, institutional types and geographic locations. Study participants are diverse in age and generation, cultural and ethnic backgrounds, family and household composition, employment, and community commitments. Two-year and four-year public and private colleges and universities in urban, suburban and rural settings in two mid-western states served as study sites. Information was gathered using a survey instrument, individual interviews, focus groups and follow-up activities. New questions specifically developed for this study investigate life commitments in the areas of family/household composition and community involvement. The family/household composition questions included extended family as well as family members with health, mental health concerns, or disabilities. The process of identifying and documenting individual characteristics, life experiences, classroom interactions and encounters with campus and academic services was guided using a systems theory framework. Inductive and narrative analysis methodologies were used to identify and present the stories and experiences of adult students. Inductive analysis identified relevant themes among the participants. Narrative analysis used the words, emotions, and tonal inflections of adults to ensure that participant voices were evident in the written narrative (Denzin, 1989; Patton, 2002). The results of this study will be of interest to colleges and universities currently serving or choosing to plan for adult undergraduate populations. College personnel may include faculty, advisors, support staff, faculty and staff development educators, program planners or administrators. These results may also be of interest to adult educators and practitioners working with adult learners in community programs and college readiness seminars.
Glenn Markle, EdD (Committee Chair)
James Koschoreck, PhD (Committee Member)
Kenneth Martin, PhD (Committee Member)
Joe Donaldson, PhD (Committee Member)
185 p.
Continuing Education
adult learner; success; undergraduate education; motivation; support; persistence

Recommended Citations

Citations

  • Moffatt, D. (2010). Adult Undergraduates: Exploring Factors Essential to Success and Persistence toward Educational Goals [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533757

    APA Style (7th edition)

  • Moffatt, Deborah. Adult Undergraduates: Exploring Factors Essential to Success and Persistence toward Educational Goals. 2010. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533757.

    MLA Style (8th edition)

  • Moffatt, Deborah. "Adult Undergraduates: Exploring Factors Essential to Success and Persistence toward Educational Goals." Doctoral dissertation, University of Cincinnati, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276533757

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Cincinnati and OhioLINK.