A case study of a traditional university serving nontraditional students under the framework of adult learning theories

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Authors
Capozzoli, Nicholas R.
Advisor
Glowacki-Dudka, Michelle, 1971-
Issue Date
2020-05-02
Keyword
Degree
Thesis (D. Ed.)
Department
Department of Educational Studies
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Abstract

This research study examined how the student affairs division of traditional public universities can adapt their programs to better serve nontraditional students. Through the lenses of andragogy, self-directed learning and experiential learning, this paper explored how traditional public universities currently think about, serve and develop programs for the nontraditional learner. This study explored the history of nontraditional learners on traditional college campuses, different trends that impacted their growth throughout the years as well as different techniques that are currently being used to better serve this population. The study used a singular case study approach done at a traditional Midwestern university of approximately 16,500 undergraduate students. Through in person interviews with seven current student administrators from both student affairs and other supporting departments, this study analyzed how the university defines, categorizes, engages and programs for the percentage of nontraditional students they serve. Themes that emerged from this research were gathered from three specific research questions. Research question one highlighted the lack of information the university administrators had about nontraditional students. Specifically, the lack of knowledge about nontraditional students, lack of awareness about adult learning theories and the lack of data they collect on the population. Question two addressed how the university is currently serving the nontraditional population and whether respondents felt it is effective. Programs such as community engagement, student organizations and participation in orientation events highlight the crux of the responses. Finally, question three covered how accessible the university is to nontraditional students and what means are used to create this accessibility. Themes of online and distance education as well as the lack of collaboration between schools and divisions are discussed when answering this question. The final part of the study covered recommendations for both the case study university as well as higher education as a whole. Implications as to why studying this class of students is important as well as the strengths and limitations of this study are highlighted. Finally, future research opportunities are discussed including expanding the research to include other public universities as well as incorporating nontraditional students both at the case study university and outside universities.