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.
