Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Crystal Lupo

Abstract

As the population of adult learners increases in higher education institutions across the globe, recent studies demonstrate that they face barriers that delay their advanced degree completion. Although K University (pseudonym) had discussed this delay among its adult student population, no studies or interventions had been proposed to address the problem. The purpose of this basic qualitative study was to explore the adult learners’ perceptions of personal and institutional barriers that delayed their degree completion at K University. Johnstone and Rivera’s theory of internal and external barriers was the conceptual framework used in this study. Data collection was based on semistructured personal interviews with 10 purposefully selected adult learners who studied at K University from 2013 to 2021 and graduated with a delay. Akinyode and Khan’s five steps for analysis led to these the identification of the following barriers: The training of the adult educator, support systems for adult students, and dysfunctionalities within the university, among other themes. The findings revealed that the entire staff lacked the skills and competence to support adult learners in their academic and administrative challenges. A professional development to create and sustain a successful Professional Learning Community (PLC) was proposed to help the staff address these institutional barriers collaboratively. Faculty, administrators, and adult learners may benefit from the outcome of this study through the collaborative effort to support adult learning within this university and similar higher education institutions with nontraditional learners across the country. Also, the PLC could help universities support adult learners in their journey toward successful and timely degree completion, thus, motivating them to be more efficient agents of social change.

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