Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sydney Parent

Abstract

The problem at the southeastern university study site is that adult nontraditional learners taking classes on campus are graduating at a low rate, which may indicate a lack of needed support services. The purpose of this basic qualitative study was to explore the learning support needs of adult nontraditional learners and institutional support provided and used as well as to make recommendations to eventually increase the graduation rate of this population at the study site. Tinto’s theory of student retention, specifically the aspects of institutional experiences and integrations, was used as the conceptual framework. The three research questions focused on the learning support needs of adult nontraditional learners, support services provided and used, and recommendations of needed supports provided by the participants. Data were collected from semistructured interviews with 12 adult nontraditional learners attending classes at the study site. Data were analyzed using open and axial coding, resulting in five emerging themes. The five themes were: students are unaware of what services are offered by the university, the hours that the student support services are open are not conducive for adult learners, staff and faculty need to understand adult learners, increased mental health support, and additional support and encouragement. Based on these themes, a policy recommendation paper was developed to present to the chancellor and the Board of Directors that may lead to positive social change through the implementation of needed supports that result in increasing the graduation rate of adult nontraditional learners at the study site.

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