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The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners

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Date Issued:
2017
Abstract/Description:
The purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual framework and address its research questions included Biddle's (1979) Role Theory, McClusky's Theory of Margin, Load and Power (1971) and Tinto's (1975, 1993, 2012) and Bean and Metzner's (1985) Theory of Persistence.The results of the study indicated: 1) The role management that adult learners employed while being a full-time or part-time student. 2) The challenges that adult learners had to address as it relates to their multiple roles and degree attainment. 3) The support systems that adult learners used to assist them in their efforts to role manage and persist towards graduation. 4) The motivations behind an adult learner's pursuit of an undergraduate degree.iii
Title: The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners.
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Name(s): Roberts, Shirdricka, Author
Cox, Dr. Thomas, Committee Chair
Vitale, Thomas, Committee Member
Hopp, Carolyn, Committee Member
Campbell, Laurie, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual framework and address its research questions included Biddle's (1979) Role Theory, McClusky's Theory of Margin, Load and Power (1971) and Tinto's (1975, 1993, 2012) and Bean and Metzner's (1985) Theory of Persistence.The results of the study indicated: 1) The role management that adult learners employed while being a full-time or part-time student. 2) The challenges that adult learners had to address as it relates to their multiple roles and degree attainment. 3) The support systems that adult learners used to assist them in their efforts to role manage and persist towards graduation. 4) The motivations behind an adult learner's pursuit of an undergraduate degree.iii
Identifier: CFE0006648 (IID), ucf:51220 (fedora)
Note(s): 2017-05-01
Ed.D.
Education and Human Performance, Child, Family, and Community Sciences
Doctoral
This record was generated from author submitted information.
Subject(s): Nontraditional Students -- Nontraditional Learners -- Adult Learners -- Higher Education -- Educational Leadership -- Roles -- Support Systems -- Degree Attainment -- Motivations -- Persistence
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006648
Restrictions on Access: campus 2018-05-15
Host Institution: UCF

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