Transitioning Non-Traditional Students To An Undergraduate Business Program

Abstract

This paper reports experiences of non-traditional students in a specially

The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students

“…In addition, advisors are instrumental in setting student derived academic course goals and the creation of resulting academic plan to achieve them. The extant literature (Gordon, et al, 2008;Bahr, 2008) details numerous examples of advisors providing these kinds of services to students. As GED credentialed students possess limited exposure in integrating academic programming to either transfer or employment considerations, these findings confirm the paramount need of increased student self-efficacy and institutional support in this process.…”

“…The adult learner needs to be made aware of the institution's recognition of their unique situations. A promising method is to designate campus advocates with institutional authority to solve student problems and is among a variety of student service policies designed to increase retention of adult students (Bailey & Marsh, 2010).…”

Nontraditional Student Risk Factors and Gender as Predictors for Enrollment in College Distance Education

“…At the higher education level, traditional learners are typically defined as students who are under the age of (Bailey & Marsh, 2010;Nicholas, 2015;Wladis, Hachey, & Conway, 2014). Traditional learners typically enter higher education just after graduation from high school, and many traditional students continue to have parental financial support.…”