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ATTRACTING ADULTS TO YOUR CAMPUS: DATA FOR DECISIONS |
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by Carol B. Aslanian
If there is one societal pattern that can be projected into the future, and with good reason, it is that adult student enrollment will steadily increase. Adults have leaped forward, attaining new enrollment records every decade - and almost every year. Nothing seems to get in the way. The economy may falter, but adults keep learning. The economy may prosper, and adults still continue to learn. In good times and in bad times, in all regions of the country, among all types of adults, education seems to be the answer to some goal.
Since 1970, adult student enrollments have risen, have risen again, and, when it seems that they may have reached their peak, they have risen again, all at a time when high school graduation numbers were relatively flat. In fact, the data show that the number of older students in American higher education has been growing more rapidly than the number of younger students. Between 1970 and 2000, the number of younger students rose from 6.2 million to 8.7 million, a 41 percent increase. But the number of adult students grew from 2.4 million to 6.5 million, a 170 percent increase. Assuredly, the adult student has had a tremendous impact on higher education enrollment over the past few decades. Higher education is no longer an activity one does during the traditional-age span of 18-22. It has become a lifelong endeavor for more and more Americans.
What does it take to attract adults to your campus?
In order to effectively market education to this sector of students, it is necessary to understand the characteristics and preferences of the average adult student.
Personal Characteristics
Today, the typical (median) age of adult students is about 40. The adult student market continues to be dominated by women (about 65 percent). The preponderance of women is probably due to the fact that they more often view education as a means to an end and that their more frequent entry and re-entry into the labor market lead them to education for up-to-date skills and information.
Adult student populations are dominated by white Americans
Only 12 percent of adults students are members of minority groups, far too small in proportion to their numbers in the total population (about 30 percent) and far short of minority participation overall in higher education. Two-thirds of all adult students are married and are employed full time in professional positions. They have a median family income of close to $50,000. Adult students are quite well educated. Among undergraduate adult students, more than 20 percent already have a four-year degree or graduate credentials.
Lifestyles
Adult students are 'active' in their communities--most often in cultural activities, followed by athletic, religious, and professional/career activities. Museum exhibitions, music events, sports, church or synagogue attendance, and events linked to their professional associations are the kinds of activities which attract them. They also engage in voluntary efforts. About 45 percent participate in health, education, and community projects to help others.
Adult students typically read a newspaper six days a week, three magazines a month, and 10 to 12 books (not school-related) yearly. They listen to the radio 7-8 hours a week and watch television 9 to 12 hours a week. About 30 percent use a fitness or recreation center regularly.
Adult students use computers
They typically spend more than 10 hours a week using a computer at work and more than 8 hours a week using a computer at home.
Transitions and Triggers Lead Adults Back to College
Adult life, especially adult life in the United States, is filled with transitions. Adulthood is not a time of stagnation or stability, at least in the early and middle years; instead it is a time of change. Life transitions set the stage for adult learning--they are the reasons for learning. The majority of these transitions are related to adults career lives, 85 percent point to career transitions as their reasons for deciding to learn. Adults learn in order to change their careers, to advance in their careers, or to stay current and up-to-date in their present careers.
But something must happen in an adult's life to convert a latent learner into an active learner. Trigger events in an adult's life set the time to learn. Triggering events can be cataclysmic, such as a contested divorce, getting fired, or the death of a loved one. They can also be events such as the last child leaving for college, getting promoted to the next rung on a career ladder, or moving to a new town.
To understand the transitions and trigger events in the lives of your constituencies can provide many insights on how to appeal to them at certain times in their lives with certain programs of study.
Patterns of learning
The large majority of adult students (about 70 percent) enroll in degree programs. But the 30 percent who pursue individual courses (often for certificates and licensing requirements) will grow more in the future as adults become better educated and seek shorter, more intensive study on specific topics or skills.
Given that the majority of adult students are motivated to begin or return to college because of career transitions, it is not surprising that the types of degree programs in which they enroll and the types of individual courses they take are heavily oriented toward preparation for specific careers or employment. Among adults enrolled in degree programs, these five fields of study are most popular in the following order: business, education, health, engineering, and computers. Moreover, given their work and family responsibilities, it is not surprising that close to 70 percent of adults study on a part-time basis, typically taking one or two courses each term.
What do adults look for in a college?
Namely, quality and convenience. Thus, any college that wants to be attractive to adults must provide quality programs and faculty as well as convenient locations and schedules.
While 60 percent of adults take classes during weekday evenings, an impressive 40 percent take their courses during the day, most often in the mornings. Although half engage in courses of standard length (15 or 16 weeks), the other half take courses much shorter, typically 8-10 weeks in length. Finally, while 6 percent of adults enroll in weekend programs, many more want to do so but often cannot find the programs they want at this time.
Adults want to see the light at the end of the tunnel as they return to school. Accelerated or fast-track courses are increasingly desirable. One out of five adults take courses that require less time than usual. Among those who study for degrees, close to 20 percent are enrolled in accelerated degree programs.
In regard to services adults use on campus, what they want most is logistical and administrative ease as they move on and off campus. Convenient parking, availability of library resources, and use of computer labs are a few of the highly desirable services. While 3 out of 4 adults take their classes on the main campus, increasing proportions study at a branch campus or some other more accessible off-campus location. Most travel to class from home and 90 percent drive to class.
About 20 percent of adults engage in distance courses and this proportion will most likely increase in years ahead. Online distance courses are most often taken by adults, as well as preferred by adults. Consistent with the preference for online delivery, 90 percent of adults report having access to a computer for taking college courses at home and/or work.
In summary
Middle-aged white women are the dominant force among adult students. They lead very busy lives, juggling career and family roles. Their family incomes are higher than those of most other American households and they have high levels of education as they return to college where they are eager to raise those levels even further. They want degrees and other forms of academic recognition as credentials in order to advance their careers. As many as one-third find the time to take on full-time study, even though they are employed full time. They most often want to study in fields related to high demand employment opportunities and study almost as often in the evening as during the day. The scheduling of courses and the location of the campus are of the highest priority for adults as they choose colleges. They welcome fast-track programs and weekend classes, and are most willing to take on distance instruction if necessary.
Adult students have career goals that propel them back to the campus where they seek additional competencies to advance their careers, to change careers, or to keep up with their current jobs. All in all, adult students see education as a vehicle to success in moving from one status in life to another. Are you positioned to help them get there?
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Note: Adult students in this editorial are defined as students 25 years of age or older. The information provided describes adult undergraduate and graduate students combined and is based on a national study of thousands of adult students, sponsored by the College Board and directed by the author.
To order Adult Students Today, call 1-800-323-7155 Monday-Friday, 8 A.M.-9 P.M. Eastern Standard Time. Ask for operator HSD0801. Item #: 006631, ISBN: 0-87447-
663-1
© Aslanian Group
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