Pub Date : 2020-09-02DOI: 10.1080/07377363.2020.1786342
J. Chernosky, J. Ausburn, R. Curtis
Abstract The global economy’s dependency upon engineers is exacerbated by a lack of qualified engineers. Most engineering students fail to complete the credential. According to the American Society for Engineering Education (2018), the high dropout rate has been correlated to satisfaction with the learning experience. Investigation of an international accelerated blended distance program designed for adult learners at a large southwestern university requiring a redesign of courses was selected for this study. The researchers wanted to identify the key components of satisfaction and student engagement, then develop an equitable instructional design model. The mixed-methods study utilized the three elements of the Community of Inquiry as the theoretical lens. The study attempted to identify the key course characteristics which could increase satisfaction and reduce dropout rates. Design components, grades, and satisfaction rates were studied. Performance data (grades) were examined and indicated no significant correlation between grades and satisfaction. Six suggested areas for enhancement were faculty interaction, authenticity, student-to-student engagement, feedback, multimedia, and homework. Through an evaluation of the quality of the courses and satisfaction, design standards could be established, resulting in quality-of-life enhancement.
{"title":"Students as Consumers: Retaining Engineering Students by Designing Learner-Centric Courses of Value","authors":"J. Chernosky, J. Ausburn, R. Curtis","doi":"10.1080/07377363.2020.1786342","DOIUrl":"https://doi.org/10.1080/07377363.2020.1786342","url":null,"abstract":"Abstract The global economy’s dependency upon engineers is exacerbated by a lack of qualified engineers. Most engineering students fail to complete the credential. According to the American Society for Engineering Education (2018), the high dropout rate has been correlated to satisfaction with the learning experience. Investigation of an international accelerated blended distance program designed for adult learners at a large southwestern university requiring a redesign of courses was selected for this study. The researchers wanted to identify the key components of satisfaction and student engagement, then develop an equitable instructional design model. The mixed-methods study utilized the three elements of the Community of Inquiry as the theoretical lens. The study attempted to identify the key course characteristics which could increase satisfaction and reduce dropout rates. Design components, grades, and satisfaction rates were studied. Performance data (grades) were examined and indicated no significant correlation between grades and satisfaction. Six suggested areas for enhancement were faculty interaction, authenticity, student-to-student engagement, feedback, multimedia, and homework. Through an evaluation of the quality of the courses and satisfaction, design standards could be established, resulting in quality-of-life enhancement.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"100 - 120"},"PeriodicalIF":1.2,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1786342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44974670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-02DOI: 10.1080/07377363.2020.1776558
E. Lewis
Abstract For over 20 years, I have worked for various types of organizations as a higher education administrator, consultant, and Quality Matters Peer Reviewer. Some of my responsibilities consisted of leading the instructional, design, development, delivery, and maintenance of all online courses. The purpose of this article is to present some of the online course content, instructional design, and technology challenges that have continued to emerge over the past 20-plus years. The challenges were related to content that does not align with the iNACOL, Virtual Learning Leadership Alliance, or Quality Matters standards for course design and other best practices. Some of the challenges were associated with not providing: (a) a course overview; (b) clearly stated, appropriate, and measurable outcomes; (c) culturally inclusive materials, images, and other resources designed to support the learning needs of diverse learners; (d) accessible online courses; (e) multiple ways to engage learners; (f) inclusive instructions; (g) assessments and rubrics that clearly aligned with learning outcomes; and (h) consistency in the user interface experience from one course to the next. This article also presents recommendations and suggestions to improve the quality of the online course design process based on national standards and other best practices for quality improvement of online courses and learners’ experiences.
{"title":"Best Practices for Improving the Quality of the Online Course Design and Learners Experience","authors":"E. Lewis","doi":"10.1080/07377363.2020.1776558","DOIUrl":"https://doi.org/10.1080/07377363.2020.1776558","url":null,"abstract":"Abstract For over 20 years, I have worked for various types of organizations as a higher education administrator, consultant, and Quality Matters Peer Reviewer. Some of my responsibilities consisted of leading the instructional, design, development, delivery, and maintenance of all online courses. The purpose of this article is to present some of the online course content, instructional design, and technology challenges that have continued to emerge over the past 20-plus years. The challenges were related to content that does not align with the iNACOL, Virtual Learning Leadership Alliance, or Quality Matters standards for course design and other best practices. Some of the challenges were associated with not providing: (a) a course overview; (b) clearly stated, appropriate, and measurable outcomes; (c) culturally inclusive materials, images, and other resources designed to support the learning needs of diverse learners; (d) accessible online courses; (e) multiple ways to engage learners; (f) inclusive instructions; (g) assessments and rubrics that clearly aligned with learning outcomes; and (h) consistency in the user interface experience from one course to the next. This article also presents recommendations and suggestions to improve the quality of the online course design process based on national standards and other best practices for quality improvement of online courses and learners’ experiences.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"61 - 70"},"PeriodicalIF":1.2,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1776558","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46199160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/07377363.2020.1806013
K. Sullivan, Kay Yoon
Abstract This project explores student veterans’ perceptions of the strengths they bring to a university and how those strengths affect their academic performances. We employed mixed methods by conducting an online survey and interviews with 115 student veterans in a large southwestern public university. Findings reveal that student veterans perceive that they have strengths in communication, diversity management, leadership, and drive and that these strengths positively affect self-efficacy and motivation in their academic performances. Further, a key finding and contribution to the literature on student veteran strengths is that student veterans contextualize communication in order to translate strengths gleaned from the military into an academic setting in service of self, peers, and faculty. Based on these findings, we advocate for ways higher education institutions and faculty can support student veterans’ strengths.
{"title":"Student Veterans’ Strengths: Exploring Student Veterans’ Perceptions of Their Strengths and How to Harness Them in Higher Education","authors":"K. Sullivan, Kay Yoon","doi":"10.1080/07377363.2020.1806013","DOIUrl":"https://doi.org/10.1080/07377363.2020.1806013","url":null,"abstract":"Abstract This project explores student veterans’ perceptions of the strengths they bring to a university and how those strengths affect their academic performances. We employed mixed methods by conducting an online survey and interviews with 115 student veterans in a large southwestern public university. Findings reveal that student veterans perceive that they have strengths in communication, diversity management, leadership, and drive and that these strengths positively affect self-efficacy and motivation in their academic performances. Further, a key finding and contribution to the literature on student veteran strengths is that student veterans contextualize communication in order to translate strengths gleaned from the military into an academic setting in service of self, peers, and faculty. Based on these findings, we advocate for ways higher education institutions and faculty can support student veterans’ strengths.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"68 1","pages":"164 - 180"},"PeriodicalIF":1.2,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1806013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49392107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/07377363.2020.1792254
Margaret R. Beam
Abstract As higher education continues to see a changing student population, there is clear evidence that food insecurity is a real concern on college campuses. The need to increase food availability and access on campuses is critical to the retention and educational experiences of students. Eight students participated in interviews about their experience with food insecurity. This study also examined the lived experiences of students who encountered food insecurity. From the analysis of interviews, 15 sub-themes emerged, organized into four broad themes. The first three themes offer the voices of students who expressed the physiological, psychological, and academic impacts of food insecurity. The final section shares the coping strategies and consequent difficulties of food insecurity as these students manage their food situations. Sub-themes included coping strategies, physical and mental strain, compounded financial challenges, stigma, campus support, commitment toward degree completion, adverse academic implications, high food costs, and the feeling of isolation or lack of socializing. An important recommendation drawn from these findings is for higher education institutions to consider establishing a variety of food relief initiatives that address the issue of student hunger, especially for nontraditional student learners, and to challenge policies preventing students from getting the support they need.
{"title":"Nontraditional Students’ Experiences With Food Insecurity: A Qualitative Study of Undergraduate Students","authors":"Margaret R. Beam","doi":"10.1080/07377363.2020.1792254","DOIUrl":"https://doi.org/10.1080/07377363.2020.1792254","url":null,"abstract":"Abstract As higher education continues to see a changing student population, there is clear evidence that food insecurity is a real concern on college campuses. The need to increase food availability and access on campuses is critical to the retention and educational experiences of students. Eight students participated in interviews about their experience with food insecurity. This study also examined the lived experiences of students who encountered food insecurity. From the analysis of interviews, 15 sub-themes emerged, organized into four broad themes. The first three themes offer the voices of students who expressed the physiological, psychological, and academic impacts of food insecurity. The final section shares the coping strategies and consequent difficulties of food insecurity as these students manage their food situations. Sub-themes included coping strategies, physical and mental strain, compounded financial challenges, stigma, campus support, commitment toward degree completion, adverse academic implications, high food costs, and the feeling of isolation or lack of socializing. An important recommendation drawn from these findings is for higher education institutions to consider establishing a variety of food relief initiatives that address the issue of student hunger, especially for nontraditional student learners, and to challenge policies preventing students from getting the support they need.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"68 1","pages":"141 - 163"},"PeriodicalIF":1.2,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1792254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/07377363.2020.1840861
Mary s. Bonhomme
{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2020.1840861","DOIUrl":"https://doi.org/10.1080/07377363.2020.1840861","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"68 1","pages":"207 - 210"},"PeriodicalIF":1.2,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1840861","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48604715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/07377363.2020.1784690
D. Heretick, J. Tanguma
Abstract Individuals who are 50 years or older are the largest growing demographic among adult learners. However, we still are in the initial stages of investigating their attitudes and anxieties regarding specific areas of study. The current study explored differences between 92 younger (26–49 years) and older (50+ years) nontraditional-aged, degree-seeking undergraduate and graduate students’ attitudes and anxieties regarding statistics and research. The Attitudes Toward Research (ATR) and Statistics Anxiety Rating Scale (STARS) scales were completed via an online survey. Younger nontraditional-aged students generally expressed significantly higher anxiety and more negative beliefs regarding both statistics and research than their older counterparts. Differences were not explained by level of study nor by related experience. Results are discussed in relation to further consideration of student- and cohort-centered applications of andragogical and heutagogical principles for targeted educational practices.
{"title":"Anxiety and Attitudes Toward Statistics and Research Among Younger and Older Nontraditional Adult Learners","authors":"D. Heretick, J. Tanguma","doi":"10.1080/07377363.2020.1784690","DOIUrl":"https://doi.org/10.1080/07377363.2020.1784690","url":null,"abstract":"Abstract Individuals who are 50 years or older are the largest growing demographic among adult learners. However, we still are in the initial stages of investigating their attitudes and anxieties regarding specific areas of study. The current study explored differences between 92 younger (26–49 years) and older (50+ years) nontraditional-aged, degree-seeking undergraduate and graduate students’ attitudes and anxieties regarding statistics and research. The Attitudes Toward Research (ATR) and Statistics Anxiety Rating Scale (STARS) scales were completed via an online survey. Younger nontraditional-aged students generally expressed significantly higher anxiety and more negative beliefs regarding both statistics and research than their older counterparts. Differences were not explained by level of study nor by related experience. Results are discussed in relation to further consideration of student- and cohort-centered applications of andragogical and heutagogical principles for targeted educational practices.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"87 - 99"},"PeriodicalIF":1.2,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1784690","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49120036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.1080/07377363.2020.1770021
Audrie Gabriella Vincenthio, A. Renardi, Willy Gunadi
Abstract As the master’s education market continues to expand, Indonesia will be amongst the key markets, especially for the MBA program. Universities are faced with challenges and opportunities in acquiring the increasing MBA market. The present study uses conjoint analysis to explore Indonesia’s MBA market preferences in choosing a university by examining the tradeoffs made on attributes considered important in decision making, which has not previously been discussed. Therefore, the present study fills a gap in the research and aids practitioners in understanding the preferences of the MBA market in Indonesia, thus enabling them to design a program and marketing strategy accordingly. The results show that total tuition fees and lecturing time are the most critical attributes. Thus, attributes defining quality were found not to be of significant concern, while programs that offer alternatives in reducing financial burden and time were more valued.
{"title":"A Conjoint Analysis of MBA Market Preferences When Choosing a University in Indonesia","authors":"Audrie Gabriella Vincenthio, A. Renardi, Willy Gunadi","doi":"10.1080/07377363.2020.1770021","DOIUrl":"https://doi.org/10.1080/07377363.2020.1770021","url":null,"abstract":"Abstract As the master’s education market continues to expand, Indonesia will be amongst the key markets, especially for the MBA program. Universities are faced with challenges and opportunities in acquiring the increasing MBA market. The present study uses conjoint analysis to explore Indonesia’s MBA market preferences in choosing a university by examining the tradeoffs made on attributes considered important in decision making, which has not previously been discussed. Therefore, the present study fills a gap in the research and aids practitioners in understanding the preferences of the MBA market in Indonesia, thus enabling them to design a program and marketing strategy accordingly. The results show that total tuition fees and lecturing time are the most critical attributes. Thus, attributes defining quality were found not to be of significant concern, while programs that offer alternatives in reducing financial burden and time were more valued.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"19 - 33"},"PeriodicalIF":1.2,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1770021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44449795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.1080/07377363.2020.1776557
Kit W. Cho, D. Serrano
Abstract Research examining noncognitive predictors of academic success among ethnic minority, nontraditional college students is scant. The present study examined the degree to which noncognitive variables (conscientiousness, grit, college self-efficacy, time management, and test anxiety) predict achievement (college GPA) among ethnically diverse college students. We also explored the degree to which a student’s nontraditionalness moderated the effects that noncognitive factors had on academic achievement. Participants were 340 undergraduates enrolled in a four-year Hispanic-serving institution. The perseverance facets of grit, conscientiousness, college self-efficacy, and time management were all positive correlates of achievement. Hierarchical linear regression analyses indicated that after controlling for students’ demographics and high school GPA, college self-efficacy and test anxiety were significant predictors of college achievement. Moderation analyses indicated that conscientiousness is positively associated with achievement in traditional college students but is not associated with achievement among nontraditional students.
{"title":"Noncognitive Predictors of Academic Achievement Among Nontraditional and Traditional Ethnically Diverse College Students","authors":"Kit W. Cho, D. Serrano","doi":"10.1080/07377363.2020.1776557","DOIUrl":"https://doi.org/10.1080/07377363.2020.1776557","url":null,"abstract":"Abstract Research examining noncognitive predictors of academic success among ethnic minority, nontraditional college students is scant. The present study examined the degree to which noncognitive variables (conscientiousness, grit, college self-efficacy, time management, and test anxiety) predict achievement (college GPA) among ethnically diverse college students. We also explored the degree to which a student’s nontraditionalness moderated the effects that noncognitive factors had on academic achievement. Participants were 340 undergraduates enrolled in a four-year Hispanic-serving institution. The perseverance facets of grit, conscientiousness, college self-efficacy, and time management were all positive correlates of achievement. Hierarchical linear regression analyses indicated that after controlling for students’ demographics and high school GPA, college self-efficacy and test anxiety were significant predictors of college achievement. Moderation analyses indicated that conscientiousness is positively associated with achievement in traditional college students but is not associated with achievement among nontraditional students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"68 1","pages":"190 - 206"},"PeriodicalIF":1.2,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1776557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59392090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.1080/07377363.2020.1772000
David A. Housel
Abstract With the changing demographics in postsecondary educational settings in the United States, including university students who do not speak English as their home language and must juggle multiple responsibilities along with their studies, are instructors adequately prepared to address the complex needs of their adult emergent bi/multilingual learners (EBLs)? This qualitative study explored the perceptions of four adult EBLs from different linguistic, cultural, and racial backgrounds from a large, urban area in the northeastern United States regarding their perceptions of the effectiveness of their instructors in addressing their diverse needs. Through semi-structured interviews and multiple rounds of coding, two broad themes emerged: qualities of “good” or “effective” instructors and the professionalism and overall preparedness of instructors. Preliminary suggestions advocate for providing more comprehensive preservice preparation and ongoing professional development for instructors of adult EBLs, especially university faculty, and fostering academic bi/multiliteracy among adult EBLs as areas worthy of future research.
{"title":"From Immigrants to University Students: Perceptions of Instructor Effectiveness Among Adult Emergent Bi/Multilingual Learners in the United States","authors":"David A. Housel","doi":"10.1080/07377363.2020.1772000","DOIUrl":"https://doi.org/10.1080/07377363.2020.1772000","url":null,"abstract":"Abstract With the changing demographics in postsecondary educational settings in the United States, including university students who do not speak English as their home language and must juggle multiple responsibilities along with their studies, are instructors adequately prepared to address the complex needs of their adult emergent bi/multilingual learners (EBLs)? This qualitative study explored the perceptions of four adult EBLs from different linguistic, cultural, and racial backgrounds from a large, urban area in the northeastern United States regarding their perceptions of the effectiveness of their instructors in addressing their diverse needs. Through semi-structured interviews and multiple rounds of coding, two broad themes emerged: qualities of “good” or “effective” instructors and the professionalism and overall preparedness of instructors. Preliminary suggestions advocate for providing more comprehensive preservice preparation and ongoing professional development for instructors of adult EBLs, especially university faculty, and fostering academic bi/multiliteracy among adult EBLs as areas worthy of future research.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"71 - 86"},"PeriodicalIF":1.2,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1772000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49034541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-19DOI: 10.1080/07377363.2020.1743629
L. Mills
Abstract Recent data reveal that nearly half of all full-time undergraduate students in the U.S. are employed, which means balancing competing responsibilities related to work, school, family, and social lives. The purpose of this pilot interview study was to understand the experiences of full-time college students who work at least 30 h per week. Four interviews were conducted, and interview data were analyzed using thematic analysis and an inductive approach; patterns emerged based on recurring codes. Students stated that working has made their college experience more difficult and stressful. Data revealed that external factors highly motivate students to do well in their classes. All participants defined academic success as actually learning and understanding course content, which leads to success in future careers. Knowing the number of hours worked by undergraduate students is helpful for faculty to understand and appreciate the numerous responsibilities their students juggle.
{"title":"Understanding the Experiences of College Students Who Work Full-Time: Juggling Competing Responsibilities and Defining Academic Success","authors":"L. Mills","doi":"10.1080/07377363.2020.1743629","DOIUrl":"https://doi.org/10.1080/07377363.2020.1743629","url":null,"abstract":"Abstract Recent data reveal that nearly half of all full-time undergraduate students in the U.S. are employed, which means balancing competing responsibilities related to work, school, family, and social lives. The purpose of this pilot interview study was to understand the experiences of full-time college students who work at least 30 h per week. Four interviews were conducted, and interview data were analyzed using thematic analysis and an inductive approach; patterns emerged based on recurring codes. Students stated that working has made their college experience more difficult and stressful. Data revealed that external factors highly motivate students to do well in their classes. All participants defined academic success as actually learning and understanding course content, which leads to success in future careers. Knowing the number of hours worked by undergraduate students is helpful for faculty to understand and appreciate the numerous responsibilities their students juggle.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"68 1","pages":"181 - 189"},"PeriodicalIF":1.2,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1743629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44927527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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