Dissertation/Thesis Abstract

A Quantitative Study of Institutional Attributes that Contribute to Success of Nontraditional Students in Traditional Four-Year Universities and Communities Colleges
by Davis, Nicole M., D.E., University of Louisiana at Lafayette, 2017, 200; 10269134
Abstract (Summary)

Nontraditional student enrollment in institutions of higher education has steadily risen in the past twenty years. Studies predict that this trend will continue in the next ten years. With emphasis on retention and competition, universities must focus their attention on their nontraditional students. The overarching research question the guided the research is: What are the institutional factors contributing to the success of nontraditional students? Thus, the purpose of this dissertation was to do the following: identify the college services used by nontraditional students in higher education; determine services nontraditional students express that they desire, but that are not available in higher education institutions; determine how actively engaged nontraditional students are on college campuses; determine to what extent nontraditional students who attend traditional four-year institutions desire different services than those nontraditional students who attend community colleges do; and identify to what extent nontraditional students who attend traditional four-year institutions differ in their degree of campus involvement from those nontraditional students who attend community colleges.

Indexing (document details)
Advisor: Olivier, Dianne F.
Commitee: Fossey, Richard, Mense, Evan
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Higher Education Administration, Educational leadership, Higher education
Keywords: College completion, College retention, College success, Community college, Nontraditional students, Traditional four-year institutions
Publication Number: 10269134
ISBN: 978-0-355-11445-4
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