Institutional commitment of traditional and non-traditional-aged students: a potential brand measurement?

Wardley, Leslie J.; Bélanger, Charles H.; Leonard, Valorie M.

doi:10.1080/08841241.2013.810691

Cited by 29 publications

(27 citation statements)

References 39 publications

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“…However, the focus of institutions on academic support for nontraditional students has failed to provide these students with the necessary support to help them transition smoothly into the social environment (Wardley, Bélanger, & Leonard, 2013). Nontraditional students who have built social relationships outside of the classroom have felt a sense of belonging within their learning community; thus, this group has perceived their learning as meaningful when they have had access to academic and social support from faculty and other students (Gilardi & Guglielmetti, 2011).…”

mentioning

confidence: 98%

Nontraditional Student Perceptions of Collegiate Inclusion

Witkowsky¹,

Mendez

Ogunbowo

et al. 2016

The Journal of Continuing Higher Education

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mentioning

confidence: 98%

Nontraditional Student Perceptions of Collegiate Inclusion

Witkowsky¹,

Mendez

Ogunbowo

et al. 2016

The Journal of Continuing Higher Education

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“…This includes ongoing assessment and outreach to enhance older adult students' learning and proactively seeking campus partnerships to support these diverse students. Although there are confounding factors among studies about age and student attrition and retention (Wardley et al, 2013), the authors suggest that helping to create an environment of social integration and individual attention will contribute in the psychological attachment for these non-traditional students (Pernal, 2009). The library is an ideal academic unit to provide this personalized service.…”

Section: Resultsmentioning

confidence: 99%

“…Researchers expect the pursuit of education to stabilize or diminish slightly as students get older and their educational activities decline as a result of poor health, inadequate income, and transportation problems (William and Asla, 2009;Hooyman and Kiyak, 2011;Huston, 2011). Although their enrollment figures in university and college credit courses remains modest, some researchers suggest that this age cohort of students will seek more degree-credit courses (Thompson and Foth, 2013;Short, 2004;Schaefer, 2010;Sheard, 2009;Wardley et al, 2013;Cruce and Hillman, 2012;Kressley and Huebschmann, 2002;Isopahkala-Bouret, 2013). To date, the vast majority of older adults are enrolled in community colleges (American Association of Community Colleges, 2013;Laanan, 2003;Kim et al, 2010), are mostly baby boomers, female (Taniguchi and Kaufman, 2007;Hughes-Tutas, 2009;Freedman, 2007;Kennedy et al, 2004), and prefer taking classes on campus (Lakin, Mullane, and Robinson, 2008;Eduventures, Inc., 2008).…”

Section: Introductionmentioning

confidence: 99%

Learning from degree-seeking older adult students in a university library

Aagard

Antúnez

Sand

2015

Reference Services Review

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Purpose – The purpose of this paper is to examine the use of library resources and services by degree-seeking older adult students (aged 50 years and over) and it is driven by the role of libraries in serving this often overlooked student population. Older adult students bring many benefits to the life of college campuses; nevertheless, many of these students also face challenges in meeting their information needs in academic libraries. Design/methodology/approach – The authors surveyed degree-seeking older adult students at a comprehensive metropolitan university in the western USA. Surveys were distributed to 579 students enrolled in the spring semester 2013, 134 students completed the 15-question online survey about the use of the library, information-seeking behaviors and use of other university services. Findings – The self-reported findings confirmed that the library meets most of the information needs of this student population. Students commented on satisfaction with the library services, barriers to using the library, areas in need of improvement and use of other university services. Research limitations/implications – Survey participants were gathered from one university and a corresponding sample size of 18-24-year-old students were not surveyed. More research is needed to demonstrate how this particular group varies from their traditional aged counterparts. Practical implications – This paper can be used as a starting point for future research into the information-seeking behaviors and needs of degree-seeking older adult students to develop greater understanding of this diverse population and their unique strengths and challenges. There is an absence in the literature on this demographic group in academic libraries. Originality/value – The article includes recommendations for further study and suggests outreach opportunities directed to older adult students that can also benefit the growing diversity of college students.

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“…There are many examples of the role and impact of effective student profiling in increasing not only the effectiveness of student success and retention, but also the more optimal allocation of resources (Chansarkar & Michaeloudis, 2001;Diaz & Brown, 2012;Kabakchieva, 2012;Wardley, Bélanger, & Leonard, 2013). Discourses regarding the scope, methods, and impact of profiling in other fields such as surveillance studies has shown that profiling opens up a number of ethical dilemmas (Knox, 2010;MayerSchönberger, 2009;Mayer-Schönberger & Cukier, 2013;Marx, 1998).…”

Section: The Role Potential and Perils Of Student Profiling In Highmentioning

confidence: 99%

Benchmarking the habits and behaviours of successful students: A case study of academic-business collaboration

Archer

Chetty

Prinsloo

2014

IRRODL

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Student success and retention is a primary goal of higher education institutions across the world. The cost of student failure and dropout in higher education is multifaceted including, amongst other things, the loss of revenue, prestige, and stakeholder trust for both institutions and students. Interventions to address this are complex and varied.While the dominant thrust has been to investigate academic and non-academic risk factors thus applying a "risk" lens, equal attention should be given to exploring the characteristics of successful students which expands the focus to include "requirements for success".Based on a socio-critical model for understanding of student success and retention, the University of South Africa (Unisa) initiated a pilot project to benchmark successful students' habits and behaviours using a tool employed in business settings, namely Shadowmatch®.The original focus was on finding a theoretically valid measured for habits and behaviours to examine the critical aspect of student agency in the social critical model.Although this was not the focus of the pilot, concerns regarding using a commercial tool in an academic setting overshadowed the process. This paper provides insights into how academic-business collaboration could allow an institution to be more dynamic and flexible in supporting its student population.

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Institutional commitment of traditional and non-traditional-aged students: a potential brand measurement?

Cited by 29 publications

References 39 publications

Nontraditional Student Perceptions of Collegiate Inclusion

Nontraditional Student Perceptions of Collegiate Inclusion

Learning from degree-seeking older adult students in a university library

Benchmarking the habits and behaviours of successful students: A case study of academic-business collaboration

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