Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Joanna Karet

Abstract

Adult college students face unique challenges that can derail their dreams of completing a degree or certificate program. The problem addressed in this study was that, although postsecondary institutions in Tennessee have been tasked with equipping at least 55% of adult residents with a college degree or certificate by the year 2025, some college leaders were struggling with how to best support adult students. Guided by Maslow’s hierarchy of needs theory, the purpose of this qualitative case study was to better understand what supports were needed to best meet the needs of adult students who are completing a degree or certificate at the study site. Six enrolled adult students and six college leaders participated in semistructured interviews. Inductive, open coding was used to identify codes, categories, and emergent themes in the interview data. Findings indicated that adult students and college leaders believed increased supports would help adult students complete a degree or certificate program. Recommended supports included offering more tutoring, better scholarships, evening childcare, and evening classes aimed at meeting the unique needs of adult learners. Based on these findings, a 3-day professional development training was created to provide college leaders with a deeper understanding of adult students’ needs for support while enrolled in a degree or certificate program. As a result, college leaders will be better positioned to offer a range of meaningful support services that may improve adult students’ college engagement, performance, and likelihood of program completion, thereby creating positive social change at the college and in the broader community over time.

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