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Attitudes of Adult Learners toward the Board of Governors Bachelor of Arts Degree Program at Chicago State University.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Thompson-Davenport, Michael A. |
| Copyright Year | 1996 |
| Abstract | A study was conducted to determine the attitudes of adult learners toward the Board of Governors (BOG) bachelor's degree program at Chicago State University. The study also examined characteristics and types of adult learners, availability and kinds of services adult learners want, relevance of coursework, biases from campus officials toward nontraditional students, and social integration with the traditional-student body. Various definitions of adult learners were explored, and adult student motivation was examined as revealed in the literature. The sample of 66 BOG graduates from 1995 returned 20 usable questionnaires. (Adult learners were defined as part-time students over age 25 who had full-time jobs and/or other responsibilities.) The majority of adult learners thought the BOG program met their expectations and needs. Findings included the following: (1) 42 percent indicated that they would have enrolled in correspondence or telecourses; (2) 39 percent indicated that campus policies, student life, and campus facilities do not meet the needs of nontraditional-degree students; (3) 2 percent indicated that the BOG degree is more relevant than a traditional degree; (4) 39 percent said they were not discriminated against; (5) 36 percent said nontraditional students were socially integrated with traditional students; and (6) half the students indicated that their degree led to career advancement. (Contains 16 references.) (KC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************* ATTITUDES OF ADULT LEARNERS TOWARD THE BOARD OF GOVERNORS BACHELOR OF ARTS DEGREE PROGRAM AT CHICAGO STATE UNWERSITY Michael A. Thompson-Davenport U.S. DEPARTMENT OF EDUCATION /dice ol Educational Research and Improvement E UCATIONAL RESOURCES INFORMATION CENTER (ERIC) LIThis document has been reProduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. --. Points of view or opinions stated M this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED393990.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
