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The Community College Baccalaureate and Adult Students: A Qualitative Analysis
Title
The Community College Baccalaureate and Adult Students: A Qualitative Analysis.
Creator
Kersenbrock, Angela, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Whiteman, JoAnn, University of Central Florida
Abstract / Description
The focus of this qualitative research was to investigate the motivations, experiences, and constructs of non-traditional adult students who elected to enroll in community college baccalaureate programs. The participants in this investigation were a homogeneous sample of adult students who had priorities other than school, such as employment and families. The research questions which guided the study sought to explore the narratives adult students shared of their reasons for choosing to...
Show moreThe focus of this qualitative research was to investigate the motivations, experiences, and constructs of non-traditional adult students who elected to enroll in community college baccalaureate programs. The participants in this investigation were a homogeneous sample of adult students who had priorities other than school, such as employment and families. The research questions which guided the study sought to explore the narratives adult students shared of their reasons for choosing to enroll in a community college baccalaureate degree program, how they described meaning to having access to these new degrees, and what impact the community college baccalaureate had on the decision to return for the bachelor degree. The voices of the students were captured during semi-structured individual interviews.Six central themes emerged from the data gathered: Resiliency vs. Obstacles: Managing Life, Finding Self Through Intrinsic and Extrinsic Motivational Factors, The Community College Degree as Key to Economic Stability, Limited Alternatives to Baccalaureate Degree Attainment, Importance of Communality to Adult Students Feelings of Belonging, and Neither Difference nor Disadvantage to Obtaining a Community College Baccalaureate Degree.The study's results led to recommendations and implications for legislators, higher education faculty and administrators, and admissions and marketing specialists.
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Date Issued
2012
Identifier
CFE0004561, ucf:49243
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004561
PREDICTORS OF ACADEMIC ACHIEVEMENT OF NON-TRADITIONAL COLLEGE STUDENTS: OPPORTUNITIES TO CATCH-UP AND SUCCEED
Title
PREDICTORS OF ACADEMIC ACHIEVEMENT OF NON-TRADITIONAL COLLEGE STUDENTS: OPPORTUNITIES TO CATCH-UP AND SUCCEED.
Creator
Bardwell-Owens, Angela, Modianos, Doan, Cox, Karen, University of Central Florida
Abstract / Description
Non-traditional students make up approximately 20% of the undergraduate student population nationwide and are one of few segments of the student population that are not provided with targeted programs and services. To help this cohort achieve their goals whilst universities can increase their retention rates, this research begins a review of the non-traditional student literature to gain an understanding of what this population faces as far as barriers to their education. The literature also...
Show moreNon-traditional students make up approximately 20% of the undergraduate student population nationwide and are one of few segments of the student population that are not provided with targeted programs and services. To help this cohort achieve their goals whilst universities can increase their retention rates, this research begins a review of the non-traditional student literature to gain an understanding of what this population faces as far as barriers to their education. The literature also provides recommendations and further information in retention efforts to support the student during their academic years. Next, an analysis of non-traditional student support services at 4-year public universities was conducted between 15 different institutions, including the University of Central Florida. Only two of the universities in this study had a department or office specifically to support the needs of this cohort, one being the smallest universities in this research study and the other was one of the largest. Three more universities researched have a program dedicated to these students. The remaining 10 universities had little to no non-traditional student support structures in place at their university. This research provides 34 different methods for providing non-traditional student support to universities across the nation.
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Date Issued
2017
Identifier
CFH2000276, ucf:45897
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000276
The Social Function of For-Profit Higher Education in the United States
Title
The Social Function of For-Profit Higher Education in the United States.
Creator
Baird, Andrew, Carter, J. Scott, Carter, Shannon, Gay, David, Roos, J., University of Central Florida
Abstract / Description
This study uses the competing Burton Clark's (")Cooling Out Theory(") and Daniel Bell's (")Theory of the Postindustrial Economy(") to examine the function that for-profit colleges and universities (FPCUs) play in American higher education and how it is different from non-profit traditional colleges and universities (TCUs). This was done through three sections of analysis. The first examined if students who enroll at these FPCUs are less academically prepared than those attending non-profit...
Show moreThis study uses the competing Burton Clark's (")Cooling Out Theory(") and Daniel Bell's (")Theory of the Postindustrial Economy(") to examine the function that for-profit colleges and universities (FPCUs) play in American higher education and how it is different from non-profit traditional colleges and universities (TCUs). This was done through three sections of analysis. The first examined if students who enroll at these FPCUs are less academically prepared than those attending non-profit traditional colleges or universities. The second tested if academic preparedness is associated with postsecondary performance at FPCUs to the same degree it is at TCUs. The final section of analysis looked at FPCU graduates to see if they have different short-term job outcomes when compared to traditional college graduates. This research utilizes The Beginning Postsecondary Survey 2009- a restricted-use longitudinal data set produced by the National Center for Education Statistics that followed 16,700 first-time college enrollees from 2003 until 2009. This data set includes information on student demographics, academic performance, enrollment history, and job outcomes. The results of this study indicated that when compared to traditional college students, FPCU students are less likely to be academically prepared for college and are more frequently characterized by risk factors that previous research has shown makes it less likely they will complete their degree. This research also found that unlike TCUs, high school academic performance is not associated with post-secondary performance or likelihood of degree attainment at FPCUs. Finally, it was observed that FPCU graduates were less likely to have jobs related to their degree and earned less income than TCU graduates, but had about the same degree of job satisfaction.
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Date Issued
2015
Identifier
CFE0005761, ucf:50096
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005761