This qualitative study was designed to identify factors
that might affect the psychological and educational wellness
of nontraditional students in nontraditional graduate
programs in Education.
Specifically, informants were selected purposefully
from three Oregon State University extended-campus graduate
programs in Education. Student informants were working
professionals with family obligations. Faculty informants
were selected because of their extensive involvement in the
delivery and instruction of these programs.
The informants shared their experiences and opinions in
focus group and in-depth interviews. The initial focus group
interview yielded basic concepts and categories that guided
subsequent in-depth interviews with nine students and three
faculty members. Transcripts of the in-depth interviews,
along with focus group data, were crafted into narrative
profiles of the informants. Analysis and comparison of the
informants' profiles enabled examination of patterns and
commonalities that appeared to be present among their
experiences.
The following conclusions were generated from the
findings:
1. Family support and involvement are foundational
factors in the attainment of the degree.
2. Financial implications must be of prime concern in
the student's preliminary plans to enroll in a graduate
program.
3. Wellness, both psychological and physical, can be
significantly impacted by preoccupation with the academic
demands of the program.
4. Time management is basic to successfully balancing
family and career responsibilities and the institutional
demands of higher education.
5. Workplace support and the field application of
course work are critical elements in maintaining career
momentum while undertaking a meaningful learning experience.
6. Institutional and program requirements must be
clearly understood by the student at the time of admission.
7. The program coordinator and the student's major
professor are the main agents for institutional interface
and outcome attainment.
8. Flexibility is required on the part of all
stakeholders in these programs. This is especially important
in three areas: (a) scheduling, (b) delivery, and (c)
curriculum and instruction.
9. The cohort model provides a "second family" that is
generally the best coping mechanism within the program.
This study has implications for all stakeholders in
nontraditional higher education: administrators, faculty,
students, and employers. / Graduation date: 1998
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/33980 |
| Date | 04 February 1998 |
| Creators | Brazier, Allan A. |
| Contributors | Higgins, Karen |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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