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Interpretative Analysis of Adult Learners' Lived Experiences in a Uniquely Designed Higher Education Program

Branham, LaTonya M
http://orcid.org/0000-0001-8642-8240
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537092350752002

Abstract Details

2018, Ph.D., Antioch University, Leadership and Change.
The lived and collegiate experiences of adult learners, who are among the fastest growing student population in 21st century higher education, is the essence of this study. The study was conducted using interpretative phenomenological analysis. Fifteen baccalaureate level degree-seeking study participants consented to share their respective journeys. Twenty-one interviews were conducted for the study. Code-listed categories, themes and sub-themes emerged from two interview sessions, and member-checking sessions. Several themes were aligned to two research questions: In what ways, if any, are the distinctive needs and expectations of adult learners fulfilled through a baccalaureate level adult learner program; and, what does an adult learner do to address the challenges of meeting degree requirements in a timely manner? The diversity, character, and transparency of each study participant led to extensive interpretative analysis that validates how their needs and expectations were fulfilled, and the efforts made to conquer challenges that allowed them to persist in an accelerated adult learning program. This study further examines how met and unmet needs impact the desired optimum experience for adult learners. A model on The Impact of Met and Unmet Needs for Adult Learners was developed to introduce how certain influential factors can either decrease (unmet) or increase (met) confidence levels, degrees of expectation, and learning outcomes. The relationship of this study to existing adult learning theory and how the findings build upon the research on adult learners makes a significant contribution for future researchers, college leaders, organizations, and others invested in the experiences of adult learners in uniquely designed programs. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/
Jon Wergin, PhD (Committee Chair)
Lize Booysen, DBL (Committee Member)
Frederick Aikens, DM (Committee Member)
237 p.
Academic Guidance Counseling; Adult Education; Curriculum Development; Design; Education; Educational Leadership; Higher Education; Higher Education Administration; Sustainability; Teaching
Adult Learner; Higher Education; Academic Advisor; Professor; University; Baccalaureate degree; Leadership; Experience; Persistence; Retention; Graduation; Optimum; Confidence; Expectation; Influence; Need; Impact; Qualitative; Phenomenology

Recommended Citations

Citations

  • Branham, L. M. (2018). Interpretative Analysis of Adult Learners' Lived Experiences in a Uniquely Designed Higher Education Program [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537092350752002

    APA Style (7th edition)

  • Branham, LaTonya. Interpretative Analysis of Adult Learners' Lived Experiences in a Uniquely Designed Higher Education Program. 2018. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537092350752002.

    MLA Style (8th edition)

  • Branham, LaTonya. "Interpretative Analysis of Adult Learners' Lived Experiences in a Uniquely Designed Higher Education Program." Doctoral dissertation, Antioch University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537092350752002

    Chicago Manual of Style (17th edition)

antioch1537092350752002
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© 2018, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.