Support Needed By Adult Learners To Accomplish Educational Goals In Higher Education

Abstract

This study identified and analyzed support systems and services needed by a group of nontraditional students and examined how these systems and services were provided by one educational institution. Research questions addressed 1) how adults enrolled in a formal degree program managed the demands made on their personal resources; 2) how these learners made use of existing resources provided by the college and other support systems; 3) what these adult learners perceived as unresolved issues related to their participation in higher education, and how they coped without their resolution. This qualitative study of 15 nontraditional learners was conducted at a military base in the Southeastern United States, and included both military personnel and civilians. Data were gathered through in-depth interviews and through some participant observation and minimal document analysis. The researcher employed the constant comparative method to code and analyze data. The researcher concluded that the nontraditional learners in the study added education to already complex life schedules. Family, employment, school, and social issues were partly responsible for either success or failure in attaining educational goals. Participants revealed that life responsibilities and guilt affected their ability to be successful, and that family, work, school, and social issues produced guilt. Overall, participants' goals, expectations, and time management strategies were the most significant themes. Interdependency among the participants' sources of support was identified conclusively. Unexpected results included the amount of peer support used, the fact that none of the military participants referred to their military status as a barrier, and the fact that financial concerns were not a dominant issue. Additionally, library and research resources were not identified as important issues.

Based on these results, the researcher discussed ways that the study site and other institutions of higher education could create more supportive educational contexts for nontraditional learners.