Date of Award

8-2000

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Abstract

This qualitative study identified factors that influenced adult learners in their selection of nontraditional graduate programs of study over traditional programs in their communities. Twenty subjects who had each completed one of two nontraditional graduate degree programs, teacher education or management, were interviewed to learn what motivated them in their college selection process. The programs from which they graduated were identified as nontraditional because they were: ( 1) offered in communities hundreds of miles from the main campuses; (2) offered entirely during evening and/or weekend class times; and (3) designed to be completed in an accelerated time frame. Both programs utilized cohort groups of students who progressed through the programs of study together.

An interview guide of open-ended questions was designed to elicit feedback on what attracted the subjects to nontraditional graduate programs of study, what deterred them from traditional programs of study, and how they valued graduate education in general. Findings among the two groups revealed that adult learners valued and were influenced by factors related to time, convenience, relevance, peer influence, and marketing. The time during which courses were offered and length of time in which adult learners could complete the degrees were perceived as important. Convenience included institutional policies, programs, and student services that were perceived to be flexible and adult-sensitive and that did not require adults to "jump through hoops." Relevance was used to describe curricula that were perceived to be useful and immediately applicable, as opposed to theory-based. Peer influence was influential among the teacher educators in that they often learned of and were motivated to pursue the nontraditional program of study by their colleagues. The management students were influenced more by direct and indirect marketing efforts by the nontraditional program leaders.

Based on this study, it is expected that the demand for alternative program formats and modes of delivery will continue to grow. To capture a larger share of the growing nontraditional student market, traditional program leaders must clearly identify their missions and educational objectives, as well as more effectively market their programs to ensure that accurate information is being relayed to adults for use in their college decision-making processes.

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