Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Lynne B. Orr
Abstract
AbstractNontraditional students in Nebraska colleges have lower graduation rates than traditional students. Approximately 40% of nontraditional students at a private college withdraw before completing a degree. The purpose of this qualitative study was to discover barriers preventing nontraditional students from completing a degree. The conceptual frameworks were Tinto’s student integration model and Bean’s student attrition model, which involve financial, social, and academic completion resources. Research questions involve financial, social, and academic challenges preventing nontraditional students from completing a degree. The sample consisted of eight nontraditional undergraduate students between the ages of 25 to 65, an undergraduate administrator, and a focus group with seven academic advisors. Data analysis included conventional qualitative content analysis to examine data. Findings indicated students were experiencing financial, social, and academic barriers. The major themes that emerged were, a) financial needs, b) costs of education, c) managing personal life, school, and work, d) personalized services, community, and school support, e) academic knowledge and skills, and f) lacking e-learning. A position paper was created to help leaders and educators contribute to social change by developing programs and services to assist nontraditional students in terms of achieving their bachelor’s degrees and contributing to the growth of the US economy.
Recommended Citation
Fix-Padilla, Melba Dinorah, "Barriers to Completing Bachelor’s Degrees for Nontraditional Nebraska Students" (2022). Walden Dissertations and Doctoral Studies. 13353.
https://scholarworks.waldenu.edu/dissertations/13353
