{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:940"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:940","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"An accessible return : identifying barriers for recruiting and retaining returning adult students at the 4-year institutional level","abstract":"Terry, Preston O. Research in higher education has often overlooked the undergraduate adult student population which comprises roughly 25% of the undergraduate student population in the United States. Given the decrease in traditional students entering college and the looming high school graduate enrollment cliff, the adult student population can become increasingly significant for higher education institutions. In response to a decrease in enrollment and an increase in individuals who have started college but have no degree, this qualitative study was designed to identify the factors influencing adult students' attitudes and perceived barriers toward returning to college to complete their undergraduate degrees and also to identify specific supports or resources that would encourage and enable adult learners to return to college. Through qualitative grounded theory, this dissertation centered around the firsthand accounts of adult students, from their experiences as an undergraduate to their lives as an adult with some college but no degree. This research design deepened the understanding of the undergraduate adult student population and invited rich conversations by focusing on adult students’ perspectives through their own words. Participants identified complexities of personal and external factors that they could not overcome on their own to remain in college and identified their needs to reconsider college. The analysis revealed that participants would consider re-enrollment, but based on previous experiences, they have seen little evidence that higher education institutions would be willing to offer improved financial assistance, more flexible course offerings, or enhanced academic resources. This study concludes with a discussion of implications for higher education leaders to adjust and implement policies and strategies to increase opportunities for this population.","abstract_html":"Terry, Preston O. Research in higher education has often overlooked the undergraduate adult student population which comprises roughly 25% of the undergraduate student population in the United States. Given the decrease in traditional students entering college and the looming high school graduate enrollment cliff, the adult student population can become increasingly significant for higher education institutions. In response to a decrease in enrollment and an increase in individuals who have started college but have no degree, this qualitative study was designed to identify the factors influencing adult students' attitudes and perceived barriers toward returning to college to complete their undergraduate degrees and also to identify specific supports or resources that would encourage and enable adult learners to return to college. Through qualitative grounded theory, this dissertation centered around the firsthand accounts of adult students, from their experiences as an undergraduate to their lives as an adult with some college but no degree. This research design deepened the understanding of the undergraduate adult student population and invited rich conversations by focusing on adult students’ perspectives through their own words. Participants identified complexities of personal and external factors that they could not overcome on their own to remain in college and identified their needs to reconsider college. The analysis revealed that participants would consider re-enrollment, but based on previous experiences, they have seen little evidence that higher education institutions would be willing to offer improved financial assistance, more flexible course offerings, or enhanced academic resources. This study concludes with a discussion of implications for higher education leaders to adjust and implement policies and strategies to increase opportunities for this population.","abstract_has_math":false,"creators":["Terry, Preston O."],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T18:44:41Z","subjects":["Adult college students","Adult education","Continuing education","Nontraditional students","Higher education","Higher education leadership","Enrollment","Bachelor’s degree"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/940","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Terry, Preston O."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult college students","Adult education","Continuing education","Nontraditional students","Higher education","Higher education leadership","Enrollment","Bachelor’s degree"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/940"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Terry, Preston O. Research in higher education has often overlooked the undergraduate adult student population which comprises roughly 25% of the undergraduate student population in the United States. Given the decrease in traditional students entering college and the looming high school graduate enrollment cliff, the adult student population can become increasingly significant for higher education institutions. In response to a decrease in enrollment and an increase in individuals who have started college but have no degree, this qualitative study was designed to identify the factors influencing adult students' attitudes and perceived barriers toward returning to college to complete their undergraduate degrees and also to identify specific supports or resources that would encourage and enable adult learners to return to college. Through qualitative grounded theory, this dissertation centered around the firsthand accounts of adult students, from their experiences as an undergraduate to their lives as an adult with some college but no degree. This research design deepened the understanding of the undergraduate adult student population and invited rich conversations by focusing on adult students’ perspectives through their own words. Participants identified complexities of personal and external factors that they could not overcome on their own to remain in college and identified their needs to reconsider college. The analysis revealed that participants would consider re-enrollment, but based on previous experiences, they have seen little evidence that higher education institutions would be willing to offer improved financial assistance, more flexible course offerings, or enhanced academic resources. This study concludes with a discussion of implications for higher education leaders to adjust and implement policies and strategies to increase opportunities for this population."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["An accessible return : identifying barriers for recruiting and retaining returning adult students at the 4-year institutional level"]}]}],"canonical_facts":{"dc:creator":["Terry, Preston O."],"dc:date":["2024"],"dc:description":["Terry, Preston O. Research in higher education has often overlooked the undergraduate adult student population which comprises roughly 25% of the undergraduate student population in the United States. Given the decrease in traditional students entering college and the looming high school graduate enrollment cliff, the adult student population can become increasingly significant for higher education institutions. In response to a decrease in enrollment and an increase in individuals who have started college but have no degree, this qualitative study was designed to identify the factors influencing adult students' attitudes and perceived barriers toward returning to college to complete their undergraduate degrees and also to identify specific supports or resources that would encourage and enable adult learners to return to college. Through qualitative grounded theory, this dissertation centered around the firsthand accounts of adult students, from their experiences as an undergraduate to their lives as an adult with some college but no degree. This research design deepened the understanding of the undergraduate adult student population and invited rich conversations by focusing on adult students’ perspectives through their own words. Participants identified complexities of personal and external factors that they could not overcome on their own to remain in college and identified their needs to reconsider college. The analysis revealed that participants would consider re-enrollment, but based on previous experiences, they have seen little evidence that higher education institutions would be willing to offer improved financial assistance, more flexible course offerings, or enhanced academic resources. This study concludes with a discussion of implications for higher education leaders to adjust and implement policies and strategies to increase opportunities for this population."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/940"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Adult college students","Adult education","Continuing education","Nontraditional students","Higher education","Higher education leadership","Enrollment","Bachelor’s degree"],"dc:title":["An accessible return : identifying barriers for recruiting and retaining returning adult students at the 4-year institutional level"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:41Z"}