Degree Attainment for Adult Learners Noelle Waggett The ...

Running Head: DEGREE ATTAINMENT FOR ADULT LEARNERS

Degree Attainment for Adult Learners

Noelle Waggett

The Pennsylvania State University

DEGREE ATTAINMENT FOR ADULT LEARNERS 1

“Today’s adults need higher levels of academic and technical knowledge to remain employable

in an information and service economy characterized by frequent job and career change

(Bosworth et al., 2007, p. 2).”

Introduction

The importance of working adults in today’s economy to obtain some form of higher

education degree is rapidly increasing. Approximately 85 percent of adult learners indicate

career reasons as the key factor for why they enroll in higher education programs (Kasworm,

2003). In this paper I will examine aspects of an Input-Environment-Output (IEO) model for

degree attainment for adult learners. I will first look at the output of the model and provide a

definition of degree attainment and why it is important for adult learners to achieve degree

attainment. Next I will review the input of the model by defining characteristics of adult

learners, important statistics to know, and the potential barriers that they may bring with them

to higher education. I will then look at the environment piece of the model and present

information on the typical programs and services that are currently in place to help the adult

learner reach degree attainment at higher education institutes. After reviewing all of the

components for my model, I will then discuss how all of the pieces fit together in the model and

how to apply the model I have created to other student populations in higher education. Lastly,

I will suggest recommendations for how faculty and staff can improve the programs and

services that are currently offered and what additional programs and services should be put into

place to assist the adult learner and potentially other under-represented student populations in

higher education.


Output

Degree attainment is crucial for adults who wish to earn higher wages and strive for a

better quality of life (Bosworth et al., 2007). According to Patricia Brown, the need for

credentialed workers in the workforce continues to increase (Brown, 2011) which is positively

correlated with the need for institutions of higher education to respond to an increase of adult

learners pursuing degrees. For the purpose of this paper degree attainment is defined as a

student earning the degree that they set out to achieve; Associates, Bachelors, or Masters. I

chose to not look at persistence or retention as those both take the length of time it takes adult

learners to graduate into consideration. Due to the complexities of evaluating length of time for

degree attainment for this population I chose to look only at degree attainment. According to

Brown, persistence is measured in different ways, including retention rates, but these do not

“give the full picture of adult student participation (Brown, 2011).” Brown suggests that

removing obstacles, such as barriers to access, increases one’s level of persistence and

demonstrates that due to other responsibilities, adult learners frequently “stop out” in the

process of pursuing a degree.

The nation’s current labor force includes 54 million adults who have no college degree

(Brennamen et al., 2007, p. 1). In order for individuals and the nation’s economy to succeed we

must keep up with the skills and educational qualifications to be relevant with global economic

competition. During the 1990s, more than a third of the largest U.S. employers reported

creating new jobs in some divisions while at the same time eliminating positions in other areas

(Bosworth et al., 2007). Another change that has forced adults to obtain degrees is the change

in educational requirements over time. By 2020, 65 percent of all jobs will require


postsecondary education and training, up from 28 percent in 1973 (Carnevale, Smith, & Strohl,

2013). Of those jobs, 11 percent will require a master’s degree or better. In order for employees

to remain competitive in the job market they must continue to learn.

Earning levels have proven to typically be based on the level of an individual’s education.

The median earnings of an American worker with no higher education is $30,800, which is 38

percent less than the $48,800 median for those with a bachelor’s degree (Bosworth et al., 2007,

p.4). Approximately 44 percent of adult learners report a current income that is between

$10,000 and $29,999. Only 29 percent of adult learners report a current income that is more

than $30,000 (Kasworm, 2003). The positive return to increasing one’s education has

continued to increase over time. In 1975 a worker with a bachelor’s degree made

approximately 1.5 times the salary of a worker with only a high school degree. By 1999 the

ratio had grown to 1.8 times the amount (Bosworth et al., 2007, p. 4).

Input

Adult learners turn to higher education for a variety of reasons. When considering why

adults enroll in higher education you first need to look at where they are in their life. Some

adults have had little or no higher education experience and others may have already obtained a

degree. There are many reasons why adults may decide to attend a degree granting institution.

A few examples could be to improve their marketability in the job market, to enter into the job

market, or to satisfy a personal desire to obtain new knowledge or skills (Chao, 2009).

The adult learner can be defined in many ways that take into consideration a variety of

characteristics. Common definitions that are used are similar to how Penn State University

defines an adult student:

A student who has been away from formal education for four or more years


A veteran of the United State Armed Services

Someone 24 years of age and older

A person of any age who assumes multiple adult roles, such as parent, employee,

spouse/partner and student (Zitomer, 2005).

The percentage of adult learners in higher education in 2011 was approximately 42

percent when looking at students enrolled in all post-secondary degree granting institutions.

Of those students who were enrolled full-time, 71 percent of the students that attended private

for-profit 4-year institutions were adult learners and only 12 percent of enrollments at public

4-year institutions were adult learners. When looking at 2-year institutions adult learners made

up 52 percent of full-time enrollments at private for-profit institutions and 41 percent of

enrollments at public institutions. Students who were enrolled part-time had slightly higher

percentages overall. At the 4-year institutions 78 percent of the part-time enrollments at private

for-profit institutions were adults and at the public institutions they accounted for 50 percent of

the enrollments. At 2-year institutions adult learners made up 61 percent of the part-time

enrollments at private for-profit institutions and 48 percent of the part-time enrollments at

public institutions were adult learners (U.S. Department of Education, 2013a).

In 2007-2008 the major fields of study with the highest percentage of adult students at

2-year institutions was construction trades, public administration and social services, and

transportation and materials moving. At 4-year institutions a high percentage of students were

enrolled in computer and information sciences, social sciences, and transportation and

materials moving programs (U.S. Department of Education, 2013b, p. 378).

The percentage of adult learners that attend degree granting institutions has had little


change over the past 20 years. In 1990 the percentage was 44 percent, in 2011 it was 42

percent and the projected percentage of enrollment in 2021 is 43 percent (U.S. Department of

Education, 2013b, p. 322). The only significant difference is that the enrollments for students

who are 35 years old and over has grown at a higher percentage rate than students who are 25

years old to 34 years old. The percentage of students that attend full-time has decreased over

the past 20 years while the part-time enrollments have increased.

The adult learner brings a variety of barriers that without intervention from the higher

education institute may prohibit them from obtaining the degree that they seek. Not all adult

learners will bring in these barriers, but these are a few of the potential obstacles that the adult

learner may face. The image below is the input for the IEO model that I have created and it

displays the barriers that will be described in this paper.

Figure 1. Input for adult leaners

The first barrier that an adult learner may bring with them is the lack of information in

regards to higher education. Having all of the correct information available for any student is

essential for their success. The adult learner typically has had no prior higher education


experience and therefore has no knowledge of the processes and procedures that go along with

attending a higher education institute. Adult learners who have been away from the academic

setting for an extended amount of time may find higher education to be a challenge. Some adult

learners will need to use skills that they have not used since having learned them in high school

(Hardin, 2008).

One of the most stressful obstacles that adult learners are faced with is being able to afford

their tuition. Approximately 60 percent of adult learners are in single-income households

(Brennamen et al., 2007, p. 9). Adult learners are typically financially independent and

therefore must take on the burden of the cost of higher education on their own. Single parents

make up approximately 29 percent of adult learners (Kasworm, 2003).

Michael Dooris and Marianne Guidos completed a study that looks at trying to understand

the program completion of adult learners. One of the conclusions that they reached is that even

though adult learners indicate financial reasons as hindering their ability to persist, “many adult

students, especially part-time students, fail to apply for aid (Dooris & Guidos, 2007).” Some

adult learners are unaware of the financial aid options available to them and the process they

need to complete in order to obtain funding.

The next two barriers, time availability and outside responsibilities can be reviewed

together. Many adult learners are faced with a limited amount of discretionary time that they

have to devote to their studies due to other obligations. At least two out of three adult learners

work full-time and see themselves as employees first and students second (Bosworth et al.,

2007, p. 9). Adult learners also have the responsibilities that come along with being an

independent. Fifty-three percent of adult learners also have dependents other than a spouse,


such as children or aging parents, which they need to provide care for (Kasworm, 2003). These

facts along with other outside obligations will cause the adult learner to not have a lot of time to

allocate towards educational responsibilities. Not only does this make it difficult for students to

attend courses, but it also causes the adult learner to not be able to make use of academic

services that are not available outside of regular business hours.

Environment

Higher education institutes create the environment for students with the different programs

and services that they make available to their students. It is the responsibility of faculty and

staff to create and provide these services for all students. The image below is the environment

piece of the IEO model that I have created and displays the programs and services available to

students that will be discussed in further detail in this paper.

Figure 2. Environment of higher education institute

The Adult Learner Programs and Services Office at Penn State is an example of an office

that provides information for adult learners that is specific to their situation. The overarching


mission of the office is to facilitate the adult learner’s transition from entering the University

through to graduation (personal communication, February 24, 2014).

In order to foster this outcome, the Adult Learner Programs and Services office strives

to meet student needs through their mission and vision. According to Leslie Laing, the

Assistant Director, the vision of the office is:

Adult Learner Programs and Services office works to meet the needs of adult learners

by providing advocacy, information, educational programming, support services, and

referrals relating to any concerns adult learners might have. We offer these services in

partnership with Penn State Outreach and with University academic units (personal

communication, February 24, 2014).

However, as a one-person office, Ms. Laing is limited in resources with minimal collaboration

from other units. The mission of the office states:

We are committed to serving adult learners in the spirit of diversity and social justice and

providing them with tools they need to function as they navigate their college careers. We

know that some of the obstacles they may encounter include learning how to balance their

multiple roles and the demands that arise from beginning college course work at a

nontraditional age or returning to college after five or more years absent from the

classroom, and our mission is to facilitate their successful transition through graduation

(personal communication, February 24, 2014).

In response to the needs of adult learners, Ms. Laing works to provide a wealth of knowledge,

resources, academic advice, and orientation services to help them with the transition of

entering college all the way through to degree obtainment.


The majority of higher education institutes have a single financial aid office that provides

the same level of information and services to all students and is not specialized for any specific

population. Since the enactment of the federal Higher Education Act in 1965, financial aid and

its policies have been geared toward dependent adolescents who are pursuing a traditional

degree program and are enrolled full time in courses (Bosworth et al., 2007, p. 27). These

policies and regulations for receiving most types of aid do not work for adult learners who do

not meet the necessary requirements.

Scheduling options that are currently available through continuing education offices are a

limited number of night and weekend courses. Higher education institutes have long offered

“night school” by offering courses outside of the typical eight-to-five business day (Bosworth

et al., 2007, p. 16). Some master’s degree programs through the World Campus at Penn State

offer accelerated programs of study. These degrees typically consist of 12 courses and are

completed in continuous seven-week terms over two years. The course work is designed so the

adult learner can continue to work full-time while earning a master's degree. For these

programs the courses last only 7 weeks so that a student who would typically only be able to

take one course per semester can complete two courses by the end of a traditional semester

(World Campus, 2014).

Higher education institutes offer some of their courses via distance education. In the past

this typically consisted of students completing required assignments and mailing them in for

evaluation. More recently higher education institutes have begun to offer online courses which

mirror the academic courses taught on campus. Online courses provide adult learners with a

flexible option for earning a degree. The asynchronous format allows the adult learner to learn


at their own pace and whenever their schedule permits without having to step onto a physical

campus (World Campus, 2014).

IEO Model and Recommendations

The IEO model that I have created pulls together all of the pieces that I have described in

this paper. The image below displays the complete IEO model and how each of the pieces

connects to each other.

Figure 3. Inputs-Environment-Output model

The overall theme of the model that I have created is that programs and services need to be

designed with specific populations in mind. This model can easily be used for any population

that could benefit from having targeted information available that meets the specific needs of

that group. The traditional environment created at higher education institutes of only providing

information for the traditional student population is becoming less acceptable as the number of

non-traditional student populations continue to grow. There are several groups, not just adult

learners, which can greatly benefit from having programs and services customized for their


needs.

The model I have created follows Bean and Eaton’s Psychological Model of College

Student Retention. The basis of the model is that “programs are effective when they assist

students in gaining positive self-efficacy, approaching rather than avoiding social and

academic activities, developing an internal locus of control with regard to social and academic

matters, and developing positive attitudes toward being at school (Bean & Eaton, 2001, p. 78).”

The image below is a representation of this model.

Figure 4. Bean and Eaton’s psychological model of college student retention

The Adult Learner Programs and Services Office at Penn State is an example of having

dedicated staff and programs to assist adult learners that face the barrier of a lack of knowledge.

The coping behavioral theory is apparent in almost all of the services that this office provides to

adult learners. Coping is a variety of behaviors used to adapt and to deal with all stressful

situations (Bean & Eaton, 2000, p. 51). The Adult Learner Handbook that the office creates


each year is a prime example. The handbook is full of several suggestions on how to cope with

being a new student as well as provides a plethora of resources for adult learners to reach out to

for assistance. This theory is also represented by the Adult Learners of Penn State group. One

of the benefits of this group is that it provides adult learners with an opportunity to increase

their social integration at the University. “Coping behaviors allow a student to adapt to school,

and adaptation is the process by which a student becomes integrated into the new school

environment (Bean & Eaton, 2001, p. 77).” Thus, the ability of the Adult Learner Programs

and Services office to integrate adult learners in the campus environment is crucial to their

success.

Changes need to be made to financial aid in order to help adult learners overcome their

financial issues obstacle. Currently federal loans are only available to students who attend

courses half time or more (Bosworth et al., 2007, p. 26). This schedule is not conducive to adult

learners who work full time and have other obligations that they need to schedule around. Pell

grant eligibility is based on the previous year’s income and does not allow for immediate

modifications when there is a change in income (Bosworth et al., 2007, p. 26). The majority of

states have deadlines of March or April for the following fall semester. The outside obligations

that an adult learner faces deter them from making long-term plans for their education.

Modifying aid policies to allow for the intricacies of the adult learner would help to alleviate

the stress that this barrier causes.

The adult learner’s obstacles of time availability and outside responsibilities can be

addressed by higher education institutes increasing the amount of course options and provide

more flexible scheduling for their degree programs. Currently for most adult learners it takes


them anywhere from three to seven years to complete a two-year program (Bosworth et al.,

2007, p. 16). The need for alternative options for earning degrees in a shorter time frame is

critical for adult learners who need to obtain a degree in order to keep their current job or to

qualify for a new position if their position has been eliminated. Offering more courses in the

evenings, weekends, online, or in intensive blocks using vacation time would be beneficial for

adult learners who wish to earn a degree in a shorter amount of time (Bosworth et al., 2007, p.

16). Another option that would help with degree attainment for adult learners would be to offer

accelerated options for associate’s and bachelor’s degree programs like the master’s degree

program offered at Penn State World Campus that is described in the Environment section of

this paper.

Helping students earn Prior Learning Assessment (PLA) credits is an example of

another theory from Bean & Eaton’s model is the self-efficacy theory. This theory looks at an

individual’s perception of their abilities to complete a certain task. “As the individual

recognizes his/her competence and gains self-confidence, that individual will demonstrate

higher aspirations for persistence (Bean & Eaton, 2000, p. 53).” Dr. Patricia Shope of the

Adult Learner Advocacy Office in Penn State Outreach is working with University offices to

increase the acceptance of PLA credits at Penn State. Obtaining these credits could increase

an adult learner’s confidence of their academic abilities. Brown states,

Penn State University’s analysis of its 2005 adult applicant survey, designed to learn

why admitted adults either did not accept the offer or accepted the offer but did not

enroll, showed a number of participants were concerned about taking courses that

duplicated learning they had previously gained in the workplace (Brown, 2011).


Two of the ways of reviewing PLA are credit by portfolio and credit by examination (Shope,

2013). Offering PLA to students will assist in increasing the degree attainment rate for adult

learners because it will reduce the amount of time that it will take for them to graduate. If

students are able to earn PLA it will increase their academic and self-efficacy, which will in

turn increase their academic and social integration (Bean & Eaton, 2001, p. 77).

Higher education institutes can assist adult learners in earning their degrees by becoming

more customer service oriented. One of the changes that would increase adult learners’

opinions of customer service at higher education institutes would be to make student support

services available outside of normal business hours. Higher education institutes invest a lot of

their resources to ensure that currently enrolled students view the institution as the premier

provider of educational services (Hadfield, 2003). Providing assistance to adult learners during

convenient times for them will help to increase the students’ satisfaction with the school.

Conclusion

The IEO model that I set out to create was intended to pull together the pieces of how adult

learners can successfully complete their intended degree. The model that I ended up creating in

fact can be used for any under-represented student population in higher education. The Council

on Adult and Experiential Learning (2000) indicates that several higher education institutes

have struggled to adjust to the changing demographics at their institutes (Hardin, 2008). The

solution to this issue is not complex, but does require college administrators to re-evaluate the

necessity of having educational specialists to address the specific needs of multiple student

populations. Providing specialized services for these populations will increase degree

attainment for that group.


References

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