An Integrative Literature Review on the Barriers Impacting Adult Learners’ Return to College

Abstract

The composition of the college population has shifted from a bastion of full-time 18- to 22-year-old students to a far more diverse population that typically works part-time or full-time, has greater family commitments, is over 24, and is juggling various competing responsibilities while attending college. This shift has prompted researchers to examine the challenges that this student body of adult learners face in their pursuit of a college education. The purpose of this integrative literature review is to offer an updated synthesis of empirical findings on the barriers faced by adult learners who are seeking a college degree. In addition, this review offers potential solutions to college institutions to help their adult learners overcome the barriers they face.

Procrastination and Delayed Assignment Submissions: Student and Faculty Perceptions of Late Point Policy and Grace

“…As Nordby et al (2017) noted, the more difficult the task, the more students tend to procrastinate; at the same time, the easier a task was, the more likely students were to perceive the task to be boring or uninteresting. In addition, dispositional barriers, such as fear of failure and insecurities can often be linked to factors such as relationships with instructors (Shepard & Nelson, 2012 as cited in Osam, Bergman, & Cumberland, 2017). Furthermore, the guilt associated with avoiding necessary tasks can lead to individual's placing a greater importance on alternate activities, thus strengthening procrastination behaviors (Kaftan & Freund, 2019).…”

Happiness and healthiness: A replication study

“…For example, often Unit-level Deans are being evaluated by their ability to attract external funding while establishing new models of leadership in an increasingly corporate environment (Giroux, 2009). Moreover, faculty are expected to teach and advise larger, more diverse numbers of students (Osam, Bergman, & Cumberland, 2017), while simultaneously obtaining external research funding and publishing in high quality, high impact outlets (Kinman, 2014). The net result of these changes suggests that higher education is changing in ways that is potentially producing a more stressful work environments (Shah, 2012).…”

Value of Open Microcredentials to Earners and Issuers

“…With the ever-changing professional landscape and the gap between skills of college graduates and skills required by employers (Jaschik, 2015), opportunities for extended and enhanced learning are needed. Many colleges and universities offer exceptional programs and other learning opportunities specifically designed to meet the needs of the modern workforce; however, they are not available to all learners (Osam, Bergman, & Cumberland, 2017). Implementation of open badges and open microcredentials has been proposed as a solution to both the skills gap of recent graduates and the need for continued lifelong learning opportunities (Casilli & Hickey, 2016).…”

“…Some forms of formal education, including many traditional colleges and universities, by their nature limit who has access to the education they provide. Osam, Bergman, and Cumberland (2017) identify three categories of barriers to formal education: situational, such as "finances, family life, health, work conflict, and transportation;" institutional, which includes "the availability of faculty, lack of night, weekend, and online courses . .…”