A Case Study of Program Design Features that Impact Attraction, Enrollment, and Persistence in a Degree Program Intentionally Designed for Adult Learners
Presentation Type
Lightning Sessions (20 minutes)
Presentation Abstract (250 word max.)
SUNY Oswego designed the Integrative Professional Studies Degree to meet adult students where they are, help them feel like they belong, and prepare them for the future of work and lifelong learning. Dr. Jill Pippin, Dean for Extended Learning, will share results from this case study of the factors that attract students to apply, enroll, and persist in a degree program and supports designed intentionally for adults.
Despite declining overall enrollment and projected demand, regional comprehensive universities in central upstate New York are not engaging nontraditional adult students to register and complete baccalaureate degrees. To maintain enrollment goals, institutions oriented toward traditional students could embrace their mission to provide access to higher education to people in their region, including adults.
A qualitative descriptive case study was conducted to understand the program design features that affect nontraditional students’ choice to apply, enroll, and persist toward degree completion in a program designed for adult students at a regional comprehensive university in central upstate New York. This study explored three questions that contribute to the body of literature and build greater insight into this area. Content analysis revealed insights into the program design features that encouraged nontraditional students to apply, enroll, and persist in collegiate study. Findings have implications for professional practice and decision making at institutions that have units devoted to adult learning or would like to establish them.