Making Higher Education Work for Those Out of WorkCindy Miller | Director of Columbia College Global Civilian Region 2 and Director of Columbia College Kansas City, Columbia College
Entering “non-traditional student” into Yahoo yields 211,000,000 hits, which gives you a general idea as to how much has been written about adult learners in the field of higher education. As little as twenty years ago, the “non-traditional” student was a rare sight in the classroom. In today’s world, though, adult learners are rapidly becoming the norm as colleges and universities target them for new student prospecting.
As opposed to the so-called “traditional” students, non-traditional students views their student role as just one of several roles that are competing for their time and energy. When dealing with adult learners who work full-time, the student role takes a backseat to the role of employee, spouse, and parent.
Just prior to the college search process, many adult learners working full-time come to the realization that their existing career path is stagnant, or worse…obsolete. Those that see the writing on the wall then seek out college as an opportunity to make a career change which will either result in better pay and benefits, a higher standard of living, more personal fulfillment, or all of the above.
In considering how to market to, recruit, and retain adults who are seeking a career change, we need to recognize that they have significant barriers to overcome. We have no control over some of these barriers – in those cases, all we can do is offer a sympathetic ear, possible options, and encourage the prospective student to resolve their issues and seek postsecondary education in the future.
The prospect in this scenario may be excited and motivated by a career change, but the reality is that the following situations negatively impact progress toward his/her goal: lack of time and/or scheduling problems, juggling competing role demands, day-to-day situational factors such as transportation difficulties, personal and family issues, et cetera.
They may have had negative past experiences with schooling that have altered their perception of higher education now, or may lack adequate academic preparation, which causes them to feel out of place in the classroom.
There are many institutional obstacles that have to be navigated as well – confusion about degree requirements and satisfactory progress standards, stress about the financial cost of education, and frustration with a compartmentalized bureaucracy that seems to permeate many postsecondary institutions.
Admissions personnel must keep in mind that initial learning goals may bring a potential student to our doorstep (or our exhibit table), but something else must occur to motivate continuing enrollment.
What hooks the potential student wanting to change careers? Speak to the real-life personal and professional advancement opportunities afforded by completion of a degree at your institution, a degree that ideally will offer job security, promotion, and the chance to stay abreast of competitors.
Ensure that social integration takes place within the classroom by encouraging in-class networking through formal and informal means. Adult learners, especially those who are used to a full-time work environment, yearn for the ability to share their competence and experience with others. They want to be recognized as a knowledgeable resource as well as a student, and strongly desire respect from their partners in learning.
Adult learners on a specific career path clamor for practical learning. They expect to be taught not only theoretical principles, but applications that are immediately pragmatic and apply directly to their daily personal and professional lives. Subject matter must be challenging and engaging, but also clearly relevant and meaningful. They must be able to see the end goal clearly, as well as each step it will take to get there.
In short, when attracting potential career-changers to our institutions, we must be intentional in regarding what we offer in terms of direct benefits to them so that we can differentiate our degree programs from the many others available. You must know your competitors and what niche each one serves so that you can more clearly identify—and fill—the gaps in your region. At that point, you can then design your message to target the exact audience that will be attracted to the educational opportunities at your institution—and the audience that will be successful in pursuing their ultimate goal of degree-completion.
Author Perspective: Administrator