Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Cathryn Walker
Abstract
The problem investigated by this study is the low completion rates of nontraditional undergraduate adult students attending a 4-year university located in the West coast region of the United States. In 2020, the program completion rate was less than 44% at the study site and 45.8% for nontraditional undergraduate adult students nationally. The purpose of this qualitative instrumental case study was to explore undergraduate nontraditional adult students’ and university administrators’ perceptions and experiences of supports needed for success as it relates to retention, persistence, and program completion. Using Knowles’s andragogy and Tinto’s persistence theories as the conceptual framework, research questions focused on the perceptions and experiences of nontraditional adult students and university administrators. Interviews were conducted with five undergraduate nontraditional adult students who were 21 years of age or older at the time of enrollment and six university administrators responsible for overseeing student success programming within the academic colleges. Qualitative analysis was conducted using a priori and open coding. Perceptions were synthesized into four themes. Students perceived the campus structure and interaction with university support services professionals were critical and university resources were beneficial and necessary to their success. Administrators perceived that university culture changes and flexible services were needed to support successful program completion, retention, and persistence for undergraduate nontraditional adult students. Findings may contribute to positive social change by informing stakeholders of university culture and support systems for nontraditional students, leading to improved success in retention, persistence, and program completion.
Recommended Citation
Ellison, Sarah Franchesca, "Undergraduate Nontraditional Adult Students’ and University Administrator Perceptions of Supports for Program Completion" (2022). Walden Dissertations and Doctoral Studies. 13334.
https://scholarworks.waldenu.edu/dissertations/13334
