Honors Theses

Date of Award

12-2025

Document Type

Undergraduate Thesis

Degree Name

BA

Department

Interdisciplinary Studies

Faculty Mentor

Thomas Adams, Ph.D.

Advisor(s)

Kathy Thompson, Ph.D., Paige Vitulli, Ph.D.

Abstract

Successful institutions of higher education are continually seeking methods to improve their schools and keep pace with the changing demands of the academic sphere and current job market. With a potential enrollment cliff arising, it is particularly necessary for universities and colleges to find ways to overcome the challenges associated with a possible declining number of traditional—-aged students participating in higher education. A strategically clear solution is to explore the rapidly growing population of adult learners.

This paper will examine the complex motivations, challenges, educational experiences, and perseverance displayed by these students as they work to succeed from admission to graduation. Beginning with insights from my personal background, and building on the results of an informal survey, collection of historical data, demographic statistics and trends, and scholarly research, this thesis demonstrates how adult learners differ from traditional aged students, particularly as a result of their life circumstances, goals, and academic desires. It traces the growth of adult education from its philosophical foundations to today’s advanced technologies and online learning. In doing so, this paper reviews the increasing need for continued adult education.

The findings of this research highlight the strengths adult learners bring to higher education—such as maturity, resilience, and real-world experiences; as well as the barriers that they face, including financial concerns, time poverty, and feelings of isolation. Ultimately, this paper argues that although this demographic is large and the needs required for adult learner success are significant, making the challenge seem daunting, there remains substantial action that universities and colleges can and should take to support not only adult students themselves, but also encourage the growth and success of their own facility. Institutions must adopt intentional, creative, learner-centered strategies to most effectively serve adult learners while recognizing them as essential contributors to the future vitality and success of the school.

Comments

© 2025 Katherine Harden ALL RIGHTS RESERVED

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