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A Phenomenological Study of Adults E...

Valencia, Grace Miller.

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A Phenomenological Study of Adults Earning a Graduate Degree after Age 60.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Adults Earning a Graduate Degree after Age 60./
Author:	Valencia, Grace Miller.
Description:	196 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701090
ISBN:	9781321715460

A Phenomenological Study of Adults Earning a Graduate Degree after Age 60.
Valencia, Grace Miller.

A Phenomenological Study of Adults Earning a Graduate Degree after Age 60. - 196 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--University of California, San Diego, 2015.

This item must not be sold to any third party vendors.

The United States is an aging nation and this trend is predicted to continue. Parallel to a population increasing in number and age, is a broadened interest in lifelong learning. More than ever, older adults are involved in informal and formal education, non-credit and credit-bearing courses; individuals are returning for associates, baccalaureate and graduate degrees. As older adults stay in the workforce longer and delay retirement, certificate and degree programs focused on improving work related skills are expanding. Older adults are also motivated to complete four-year degrees to enhance employment opportunities (Schaefer, 2010). Initiating and completing a graduate degree is a further step in lifelong learning, often based on health, cognitive skills, motivation and perseverance. There is little research describing older students' perceptions of the value and experience of a graduate degree earned over the age of 60.

ISBN: 9781321715460Subjects--Topical Terms:

543202
Adult education.

A Phenomenological Study of Adults Earning a Graduate Degree after Age 60.
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020 $a 9781321715460
035 $a (MiAaPQ)AAI3701090
035 $a AAI3701090
040 $a MiAaPQ $c MiAaPQ
100 1 $a Valencia, Grace Miller. $3 3174539
245 1 2 $a A Phenomenological Study of Adults Earning a Graduate Degree after Age 60.
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Carolyn Huie Hofstetter.
502 $a Thesis (Ed.D.)--University of California, San Diego, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The United States is an aging nation and this trend is predicted to continue. Parallel to a population increasing in number and age, is a broadened interest in lifelong learning. More than ever, older adults are involved in informal and formal education, non-credit and credit-bearing courses; individuals are returning for associates, baccalaureate and graduate degrees. As older adults stay in the workforce longer and delay retirement, certificate and degree programs focused on improving work related skills are expanding. Older adults are also motivated to complete four-year degrees to enhance employment opportunities (Schaefer, 2010). Initiating and completing a graduate degree is a further step in lifelong learning, often based on health, cognitive skills, motivation and perseverance. There is little research describing older students' perceptions of the value and experience of a graduate degree earned over the age of 60.
520 $a This phenomenological study examines the perceived value of that graduate degree and ultimately informs future students and institutions of higher learning. It includes interviews of 21 individuals who earned a doctorate or master's degree after the age of 60. Case vignettes of three individuals are offered to highlight narratives of their educational journeys.
520 $a Study findings confirmed much of the existing scholarly literature on older adults' motivations and experiences in graduate education, but there were also some nuanced differences. Continual dedication to lifelong learning through perseverance underscored the motivation for these individuals to complete their graduate degree. Age was never expressed as a constraint by study participants; in fact, years of life and employment experience brought to the cohort was stated as a great advantage. Participants continued employment, sought new careers, pursued writing, making of fine art, or actively volunteered following their graduate degree; few considered themselves retired.
520 $a Implications for leadership in higher education institutions are also discussed. Leaders in higher education will increasingly recognize this demographic offers more depth of experience to cohort learning than expected. Individuals earning a graduate degree after age 60 provide a wider demographic of learners for institutions of higher education to access, presenting new considerations for intergenerational instruction, and increased opportunities for alumni fundraising.
520 $a Keywords: lifelong learning, educational gerontology, perseverance, learned experiences, older adults, graduate degrees, baby boomers.
590 $a School code: 0033.
650 4 $a Adult education. $3 543202
650 4 $a Educational leadership. $3 529436
690 $a 0516
690 $a 0449
710 2 $a University of California, San Diego. $b Education Studies. $3 2092364
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0033
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701090