Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2018 Interpretative Analysis of Adult Learners’ Lived Experiences in a Uniquely Designed Higher Education Program LaTonya M. Branham Antioch University - PhD Program in Leadership and Change Follow this and additional works at: https://aura.antioch.edu/etds Part of the Academic Advising Commons, Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, and the Leadership Studies Commons Recommended Citation Branham, LaTonya M., "Interpretative Analysis of Adult Learners’ Lived Experiences in a Uniquely Designed Higher Education Program" (2018). Dissertations & Theses. 447. https://aura.antioch.edu/etds/447 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. Interpretative Analysis of Adult Learners’ Lived Experiences in a Uniquely Designed Higher Education Program LaTonya M. Branham ORCID Scholar ID# 000-0001-8642-8240 A Dissertation Submitted to the PhD in Leadership and Change Program of Antioch University in partial fulfillment for the degree of Doctor of Philosophy June, 2018 This dissertation has been approved in partial fulfillment of the requirements for the degree of PhD in Leadership and Change, Graduate School of Leadership and Change, Antioch University. Dissertation Committee • Jon F. Wergin, PhD, Committee Chair • Lize Booysen, DBL, Committee Member • Frederick A. Aikens, DM, Committee Member Copyright 2018 LaTonya Branham All Rights Reserved Acknowledgements This dissertation was conducted with the support of many meaningful people in my life. I would like to express sincere gratitude to my husband Morton for protecting my space, listening to my issues, and for being a great accountability partner along this journey. The guidance, leadership, and profound scholarship of my dissertation chair Dr. Jon Wergin and the other committee members, Dr. Lize Booysen, and Dr. Frederick Aikens, made it possible for me to endure the rigor of preparing and completing the requirements for a doctoral degree. I am thankful for the Antioch University PhD in Leadership and Change team (faculty, administrators, and staff) who invested in my journey with their knowledge, time, and expertise—creating a wonderful experience for me. Each residency contributed to my quest for scholarly development. My debriefing team members, Dr. Maria Dezenberg and Professor Hays Moulton, made an impactful contribution to the study. I will be forever grateful for the time shared with them to ensure the credibility of this study. Heartfelt appreciation is extended to Dr. Greer Stanford-Randle, Dr. Chris L. Hickey, Sr., and Dr. Kaye Manson Jeter, for offering sage advice and wisdom. I am thankful for the host site, administrators, and study participants who graciously embraced the research and process required to make meaning of the adult learning experience that will ultimately affect change in higher education for adult learners. The unconditional love, prayers, and support of family and genuine friends are priceless. I am truly grateful for the village of people who encouraged me to keep going despite tough decisions and life changes. Cohort 13 will always have a special place in my heart. Our time together produced meaningful conversations, experiences, and relationships that will last a lifetime. I am grateful i for friends, associates, mentees, and colleagues in higher education who supported my doctoral journey. All of you have inspired and motivated me from day one to completion. A great amount of sacrifice was necessary for this journey and I am thankful for the countless prayers lifted on my behalf. To God be the glory for helping me reach my doctoral destination and for directing my future path. Dedication This dissertation is dedicated to three of the most important and phenomenal women in my life. They are the precious gems who set the foundation for me to become all that I am and will become. They reside in God’s heavenly garden: Phyllis Allen—mother Ruth McCorry—maternal grandmother Inez Allen—paternal grandmother ii Abstract The lived and collegiate experiences of adult learners, who are among the fastest growing student population in 21st century higher education, is the essence of this study. The study was conducted using interpretative phenomenological analysis. Fifteen baccalaureate level degree-seeking study participants consented to share their respective journeys. Twenty-one interviews were conducted for the study. Code-listed categories, themes and sub-themes emerged from two interview sessions, and member-checking sessions. Several themes were aligned to two research questions: In what ways, if any, are the distinctive needs and expectations of adult learners fulfilled through a baccalaureate level adult learner program; and, what does an adult learner do to address the challenges of meeting degree requirements in a timely manner? The diversity, character, and transparency of each study participant led to extensive interpretative analysis that validates how their needs and expectations were fulfilled, and the efforts made to conquer challenges that allowed them to persist in an accelerated adult learning program. This study further examines how met and unmet needs impact the desired optimum experience for adult learners. A model on The Impact of Met and Unmet Needs for Adult Learners was developed to introduce how certain influential factors can either decrease (unmet) or increase (met) confidence levels, degrees of expectation, and learning outcomes. The relationship of this study to existing adult learning theory and how the findings build upon the research on adult learners makes a significant contribution for future researchers, college leaders, organizations, and others invested in the experiences of adult learners in uniquely designed programs. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/ iii Keywords: Adult Learner, Higher Education, Academic Advisor, Professor, University, Baccalaureate Degree, Leadership, Experience, Persistence, Retention, Graduation, Optimum, Confidence, Expectation, Influence, Need, Impact, Program Design, Qualitative Research, Phenomenology iv Table of Contents Acknowledgements .......................................................................................................................... i Abstract .......................................................................................................................................... iii List of Tables ................................................................................................................................ vii List of Figures .............................................................................................................................. viii Chapter I: Introduction ................................................................................................................... 1 Researcher Positionality .............................................................................................................. 6 Research Questions ..................................................................................................................... 7 Significance of the Study ............................................................................................................ 7 Terminology .............................................................................................................................. 13 Methodological Approach ......................................................................................................... 14 Overview of the Chapters .......................................................................................................... 15 Summary ................................................................................................................................... 18 Chapter II: Review of the Literature ............................................................................................ 20 Characteristics of Adult Learners .............................................................................................. 20 Influential Factors for Adult Learners ....................................................................................... 25 Persistence and Retention of Adult Learners ............................................................................ 30 Adult Learning Theory .............................................................................................................. 39 Design and Components of Adult Learning Programs ............................................................. 47 Comparison of Program Components ....................................................................................... 56 Review of the Literature Summary ........................................................................................... 58 Chapter III: Methodology ............................................................................................................