Increased enrollments of nontraditional students in U.S. higher education institutions have prompted many college and university administrators to consider student service programs. These programs ensure that support services are available to nontraditional students to cultivate healthy graduation rates among that student population. The purpose of this study was to discover factors that influence nontraditional students to become disengaged or be retained. The study was a qualitative case study with data collected from individual interviews with 10 nontraditional students participating in online and traditional onsite delivery systems at a private, nontraditional higher education institution in the western United States. The theoretical framework that guided this study was Knowles's andragogy theory. The research questions addressed students' perceptions of the role of persistence, barriers, self-direction, intrinsic motivation, delivery systems, learning modality, and academic and support services in their academic success. Data analysis was conducted to identify themes by coding the narrative responses and using member checks to validate data interpretations. Findings derived from the interviews indicated that students believed that they benefitted from a community of support within the university system. A professional development workshop was designed as a project to train university employees on how to create a professional learning community (PLC) to support students. This PLC was designed to promote positive social change by enhancing retention of adult students in academic programs until graduation and create an environment where people work together in a collaborative way within the university to ensure student success.

Access to growth capital, a critical factor for growing a successful, sustainable business, is a challenge for women-owned small businesses. Following the resource based theory, the purpose of this multiple case study was to explore what capital growth strategies 6 small women-owned business leaders in the defense industry in Dayton, Ohio used to ensure business sustainability beyond the initial start-up period of 1 year. Data were collected through semistructured interviews and company documents. Methodological triangulation, member checking, reflexivity, and an audit trail were used to strengthen credibility and trustworthiness. Based on thematic analysis of the data, emergent themes included growth strategies, risk, and cultivate relationships. Participants pursued low-cost slow-growth strategies to remain viable in a highly competitive marketplace; mitigated risk by aligning business decisions with their strategic plans and diversifying their business and customer base; and cultivated relationships with government agencies, customers, partners, and employees to obtain capital to sustain and grow their businesses. The implications for positive social change include the potential to provide women-owned small business leaders with strategies to obtain growth capital necessary for sustainability, contributing to economic growth of businesses, employees, employees' families, and communities.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology and Special Education. / Title from title screen. Includes bibliographical references.

There is a lack of empirical research on the motivational regulation and reactions of higher education students enrolled in blended courses. Studies that target this focus with nontraditional adult learners enrolled in the community college are even more difficult to locate. In this mixed-methods exploratory case study, I explored in what ways nontraditional adult learners' motivational regulation and their motivational reactions to course design relate to their perceived learning experience in a blended technology course with a flipped design. Specifically, I investigated how nontraditional community college students described their goals for participating in a blended course prior to the start of the class, in what ways they utilized motivational regulation strategies within the course, how they described their motivational reactions to a blended course developed with a flipped design, and how they perceived their goal accomplishments at the end of the course. The following A Priori questions guided my research: 1. In what ways do five nontraditional community college students describe their goals for participating in a blended technology course with a flipped design prior to the start of the class? 2. How do these students describe their motivational regulation experiences in the blended technology course on their responses to the Motivational Regulation Strategies Questionnaire? 3. How do these students perceive the motivational aspects of the course design as measured by the Course Interest Survey? 4. In what ways do these students perceive they achieved their described goals at the end of the course? I collected quantitative and qualitative data in the Fall semester of 2017 from five purposefully selected nontraditional adult community college learners who voluntarily engaged in the inquiry. I used several data collection instruments throughout the study. I collected quantitative data via three questionnaires: (1) a Demographics, Goals, and Interest Survey (2) the Motivational Regulation Strategies questionnaire, and (3) the Course Interest Survey. I gathered qualitative data through (1) participant electronic journals, (2) semi-structured interviews and (3) a researcher's reflective journal. There are both practical and theoretical implications to this study. The results of this research suggest guidelines on how to design an effective blended course for nontraditional students enrolled in the community college arena. The information gleaned might be used to further develop and redesign future blended courses for nontraditional community college students who seek alternative modes of content delivery for the purposes of continued learning and convenience of integration into their busy lifestyles. The findings from this study contribute to at least two bodies of empirical research literature: (1) motivational regulation strategies employed by nontraditional community college students and the (2) development of blended courses with motivational design to help nontraditional community college adult learners obtain their learning goals.

The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment. The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction. Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction. Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices. The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment. The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction. Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction. Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices.

The aim of this study was to identify the characteristics of non-traditional female students and their perceived reasons for university studies.

The enrollment of military/veteran students at U.S. colleges and universities is growing steadily; however, factors affecting their academic success need further investigation. Guided by Tinto's student integration model and Bean and Metzner's model of nontraditional student attrition, the relationships between student characteristics and academic success for military/veteran, and civilian students were investigated. For this nonexperimental study, preentry characteristics (military/civilian status, race/ethnicity, age, gender, transfer credits) as well as 1st-year academic performance (total terms attended and grade point average [GPA]) archived in 393 students' records were examined to determine whether these variables predicted 4 student success measures: retention after 1 year, associate degree (AA) within 4 years, bachelor's degree (BA) within 8 years, and final GPA. Binary logistic regression and ordinary least squares multiple regression were conducted for the 3 retention/graduation measures and GPA, respectively. Significant findings indicated that Black students were more likely than White students to complete both AA and BA degrees and military, but not veterans, were more likely than civilians to earn AA degrees. Age was a positive predictor for earning a BA degree and a higher final GPA; transfer credits and total terms attended predicted student retention and AA degree completion; first-year GPA only predicted final GPA. Based on outcomes from this military-focused college, which showed the academic potential of two student groups often deemed less academically successful (military and Black students), colleges that focus on military students' success can better prepare these students for degree completion.

In order to serve its nontraditional students, a university piloted a competency-based program as alternative method for its students to earn college credit. The purpose of this mixed-methods study was to conduct a summative program evaluation to determine if the program was successful in order to make decisions about program revision and expansion. The conceptual framework for the study was grounded in Knowles's adult learning theory and Bandura's social learning theory as they relate to adult learners being self-directed and self-motivated to complete their educational goals. The pilot program involved 60 students taking 12 different courses over 3 semesters. Quantitative research questions focused on student completion and pass rates, pacing of assignment submissions, and achievement of course competencies. Qualitative research questions explored perceptions of students, faculty, and advisors regarding the program through individual interviews and student surveys. Transcribed interviews were analyzed and summarized using structural and pattern coding methodology. Quantitative findings show an 83% completion rate, 60% passing rate, 32% of students falling 2 weeks or more behind, and differences in competency achievement between pilot students and traditional students. Qualitative findings revealed 5 themes: good for some but not for all, student success factors are self-motivation and professional experience, attainment of competencies, student support by faculty, and peer-to-peer interaction. This study has potential to add to the growing research on competency-based education, which can ultimately affect social change by moving higher education to more innovative alternative delivery models that can better serve the needs of nontraditional students.

The purpose of this study was to understand how a sense of belonging contributes to graduation persistence among nontraditional Hispanic college students. The collectivist culture among these adult learners often results in family and work obligations that curtail their pursuit of higher education. The voices of these students are mostly absent in the current literature and warrant the current research study. Sense of belonging and retention theory formed the conceptual framework for this phenomenological study. A purposeful sample of 16 nontraditional Hispanic students enrolled in a 2-year community college in Southwest Texas participated in interviews. Data analysis focused on themes from the participants' responses to a series of open-ended questions. Four themes emerged: financial difficulties, college schedules, flexibility in work-school schedule, and family obligations. From the perspectives of these students, their basic needs did not differ from the needs of the traditional college students enrolled in 2-year community college; however, they perceived their access to the college's resources and services seemed to be greater than that of traditional students. These findings suggest that, in order to support nontraditional Hispanic students, institutions must provide access to support services beyond the business-hour model.

This diploma thesis deals with the design of a mountain hotel with a roof structure made of a reinforced concrete shell. During designing three types of design were assessed. The aim was to find out which of the design solutions is the most suitable for the behaviour of a reinforced concrete structure. The Dlubal RFEM program was used to assess and calculate the internal forces in the structure. In this thesis I also deal with the design and assessment of individual elements of the selected design solution. The thesis also includes drawings of construction plans and drawings of reinforcement plans.