Abstract

Many assume that college campuses are mostly populated by traditional students fresh out of high school, but this is far from reality. A significant portion of students are non-traditional, or adult learners (ALs), aged 25 to 50. These students typically hold a high school diploma or GED, are financially independent, and have completed little to no previous college coursework (Kenner & Weinerman, 2011). ALs now represent nearly 40% of higher education students (Singh et al., 2021), bringing with them a wealth of life experience as they balance complex careers and personal responsibilities.

This study explored the needs and motivations of ALs as they enter higher education institutions (HEIs) with the support of admissions advisors (AAs). Specifically, it examined the pivotal role AAs play in guiding these students, who often rely on their expertise to navigate the enrollment process. Through a qualitative phenomenological approach, the study focused on the lived experiences of AAs, highlighting how their training enables them to ask the right questions, uncover ALs’ motivations, and help them choose academic programs that fit their goals.

Grounded in David McClelland’s motivational theory, the study also examined what drives AAs to perform their jobs effectively and how this, in turn, impacts the motivation of ALs. The findings offer a roadmap for policymakers to implement changes at HEIs, ensuring that the growing population of ALs is supported and set up for academic success.

Library of Congress Subject Headings

Adult students; Adult college students; Nontraditional college students; Counseling in higher education

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Stephen Kirnon

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