Article by Karen Summey

Today, across the United States, adults age 25 and older account for nearly half of all college students. And the percentage of students enrolled in adult education classes in North Carolina is expected to increase to more than fifty percent in the next decade. Because this is a relatively recent phenomenon, we are just beginning to understand what motivates adults to return to college, and how their motivations differ from those of traditional age students (young adults age 18-22). It may not be surprising that their motivations are different, but understanding this can make a tremendous difference to businesses and communities faced with the challenge of developing a 21st century workforce.Consider, for example, these emerging findings:· Adults decide whether education offers a pathway to a better life. Adult students are more likely than traditional-age students to invest themselves in college programs directly related to the daily knowledge and skills needed to earn a living. Earning a degree is not as strong a motivator as the desire to improve one’s financial and occupational outlook. Men, specifically, are more likely to weigh the costs of college against the certainty of immediate employment opportunities. Working males may carefully weigh difficult decisions about cost of college tuition and loss of employment income while attending college against future projected income and career benefit. Women are more likely to be propelled by life transitions (such as children or divorce) and weigh the costs of college against overall future economic self-sufficiency. Thus, business and college advisors can assist adults by recognizing and exploring both gender-specific and personal motivators. They may also assist by guiding adults in exploring and understanding the connection between a chosen program of study and immediate, local employment as well as future career opportunities through adult education classes in North Carolina.· Adults are reflective decision-makers. Adult students are more likely than traditional-age students to consider their past educational experiences when deciding whether to enroll in college. Adults worry about their high school and previous college experiences and wonder whether they can still succeed in what they perceive to be a very competitive college environment and with younger students. They may be concerned about the skills needed to use computer and other educational technology. As a result, they may cycle in and out of college, giving themselves an opportunity to “try out” college before committing to a degree program. Thus, business and college academic advisors can assist adults by providing seminars that help adults assess their individual learning strengths and styles. They can also help by providing seminars addressing the realistic challenges and opportunities offered by on-line degree programs, and other educational programs for working adults. Lastly, they can help adults explore and assess the merits of adult education programs that are designed and scheduled exclusively for adults.· Adults are concerned about balancing education, working, and family. Along with weighing their specific occupational needs and outcomes, adults are more likely than traditional-age students to be concerned about the impact college enrollment will have on their employment obligations, family obligations, and church and community obligations. Disruptions to work schedules and family routines can be deal-breakers for those seeking adult education programs. On the positive side, spouses and parents can be significant influences in adults’ decisions both to enroll and remain in school. And adults are also concerned about modeling an example for their children about the importance of education. Thus, business advisors can assist adults by encouraging the incorporation of academic assignments within work tasks, by offering flexible work schedules, daycare options, computer lab time, and by offering tuition assistance programs. College advisors at schools that offer educational programs for working adults can assist adults by adult friendly environments with flexible advising hours, advisors who visit workplaces and community groups, flexible class schedules and teaching formats, flexible internship assignments, daycare options, study groups and group learning projects, and faculty who are oriented toward working adults.Why do adults enroll in college? Because they’ve weighed the options, and they’ve decided that adult education programs can, in fact, offer a pathway to a better life. And as American psychologist Abraham Maslow taught us: “If you plan on being anything less than you are capable of being, you will probably be unhappy all the days of your life.”Learn more about Hickory Metro Higher Ed Center, a collaborative of colleges and universities in western North Carolina that offers educational programs for working adults, at http://www.HMHEC.org or call (828) 324-6966.# # # #