Barriers Adults Face When Enrolling in Technical Education Programs at Two Year and Four Year Institutions. Number 1.

Autor/inn/en	Eschenmann, K. Kurt; Olinger, Phyllis Barnett
Institution	Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.
Titel	Barriers Adults Face When Enrolling in Technical Education Programs at Two Year and Four Year Institutions. Number 1.
Quelle	(1989), (52 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Adult Education; Andragogy; Higher Education; Participation; Self Actualization; Student Characteristics; Student Motivation; Student School Relationship; Technical Education; Two Year Colleges + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Andragogics; Andragogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teilnahme; Self actualisation; Selbstverwirklichung; Schulische Motivation; Schüler-Lehrer-Beziehung; Technikunterricht
Abstract	A study identified barriers for adult students 21 years old or older so that programs, courses, motivational strategies, counseling services, support services, and recruitment information could be developed to eliminate or overcome those barriers. One hundred randomly selected adult students enrolled in technical education programs during the previous 3 years at a Virginia community college and 30 adult students enrolled in a technical education program at a 4-year institution were mailed a 32-item questionnaire. A follow-up mailing was sent. Of the 98 contacted, 78 (80 percent) responded. Ages reported ranged from 22 to 63 years, with 32 women and 46 men responding. The following were among the study's findings: (1) self-motivation was reported to play a significant part in adult students' academic success; (2) adults in this study did not consider lack of money to be a major barrier; (3) 68 percent indicated that a lack of adequate study time was the barrier most frequently experienced; and (4) honoring family commitments was identified as a barrier by more than 60 percent of the adult students. It is recommended that faculty members and student advisors be trained in motivational strategies and techniques designed specifically for adults. (Fifteen references and 10 tables are included in the document.) (CML)
Anmerkungen	Division of Vocational and Technical Education, Lane Hall, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061-0254 ($5.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01