Description
Book SynopsisStudent stressors in higher education are not confined to those of traditional college age. Working adult students experience unique stressors due to their multiple roles as students, providers, and employees, and institutions of higher learning have not always been adept at recognising and responding to these pressures. This descriptive study examines adult students in two accelerated higher education programs (nursing and management) at one institution. Students in both programs were surveyed regarding the degree to which the university addresses the context (as opposed to merely the content) of the learning environment for these students. The data derived from the survey process indicates significant areas of positive feedback and other areas in which universities can better serve their adult students. The book concludes with a reflection on the degree to which the faith identify of the institution is responsible for its student support ethos.
