Student 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.
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