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A Quantitative Study of Institutional Attributes that Contribute to Success of Nontraditional Students in Traditional Four-Year Universities and Communities Colleges.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Quantitative Study of Institutional Attributes that Contribute to Success of Nontraditional Students in Traditional Four-Year Universities and Communities Colleges./
Author:	Davis, Nicole M.
Description:	1 online resource (200 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355114454

A Quantitative Study of Institutional Attributes that Contribute to Success of Nontraditional Students in Traditional Four-Year Universities and Communities Colleges.
Davis, Nicole M.

A Quantitative Study of Institutional Attributes that Contribute to Success of Nontraditional Students in Traditional Four-Year Universities and Communities Colleges. - 1 online resource (200 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (D.E.)--University of Louisiana at Lafayette, 2017.

Includes bibliographical references

Nontraditional student enrollment in institutions of higher education has steadily risen in the past twenty years. Studies predict that this trend will continue in the next ten years. With emphasis on retention and competition, universities must focus their attention on their nontraditional students. The overarching research question the guided the research is: What are the institutional factors contributing to the success of nontraditional students? Thus, the purpose of this dissertation was to do the following: identify the college services used by nontraditional students in higher education; determine services nontraditional students express that they desire, but that are not available in higher education institutions; determine how actively engaged nontraditional students are on college campuses; determine to what extent nontraditional students who attend traditional four-year institutions desire different services than those nontraditional students who attend community colleges do; and identify to what extent nontraditional students who attend traditional four-year institutions differ in their degree of campus involvement from those nontraditional students who attend community colleges.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355114454Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

A Quantitative Study of Institutional Attributes that Contribute to Success of Nontraditional Students in Traditional Four-Year Universities and Communities Colleges.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Dianne F. Olivier.
502 $a Thesis (D.E.)--University of Louisiana at Lafayette, 2017.
504 $a Includes bibliographical references
520 $a Nontraditional student enrollment in institutions of higher education has steadily risen in the past twenty years. Studies predict that this trend will continue in the next ten years. With emphasis on retention and competition, universities must focus their attention on their nontraditional students. The overarching research question the guided the research is: What are the institutional factors contributing to the success of nontraditional students? Thus, the purpose of this dissertation was to do the following: identify the college services used by nontraditional students in higher education; determine services nontraditional students express that they desire, but that are not available in higher education institutions; determine how actively engaged nontraditional students are on college campuses; determine to what extent nontraditional students who attend traditional four-year institutions desire different services than those nontraditional students who attend community colleges do; and identify to what extent nontraditional students who attend traditional four-year institutions differ in their degree of campus involvement from those nontraditional students who attend community colleges.
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538 $a Mode of access: World Wide Web
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