Motivations of adults enrolling in an evening graduate degree program

According to the American Council on Education (2006), it is estimated that more than 41% of students enrolled in degree granting programs in higher education are nontraditional, adult students age 22 or older. Many of these 6 million students are entering graduate school as working adults. According to previous research on non-traditional students, participants may be motivated by a variety of reasons both intrinsic and extrinsic. Understanding adult students' motivations to enroll in a graduate school degree program is critical for graduate schools to remain viable and sustainable as they seek to attract tuition paying students. The purpose of this study is to determine the motivations of adults enrolling in an evening graduate degree program and to determine if specific variables predict the program of study. The study utilized a non-experimental, quantitative, correlational design to survey adult students currently enrolled in an evening graduate degree through the School of Business at Pfeiffer University, a small liberal arts college in North Carolina. The Graduate School has several satellite campuses across North Carolina. Students in the Master of Business Administration (MBA), Master of Health Administration (MHA), Master of Science in Leadership and Organizational Change (MSL), the dual degree of MBAIMHA, and the dual degree of MBAJMSL programs at all campuses were invited to participate in the study. The sample consisted of adults between the ages of 22 and 65 enrolled in one of the graduate degree programs offered through the School of Business and will consist of at least 290 participants. Participants will be surveyed in the classroom during class time. The researcher utilized multinomial logistic regression and factor analysis to test relationships of the independent variables (demographics, motivational orientation, and specific life triggers) on the log odds of being enrolled in a particular graduate program. TABLE OF CONTENTS Page List of Tables List of Figures Chapter I: Introduction to the Study Introduction and Background to the Problem Purpose Overview of Research Methodology, Research Questions and Hypotheses Definition of TermsChapter 11: Review of Literature, Theoretical Framework, Research Questions and Hypotheses Review of Literature Theoretical Framework Motivation Theory Decision Model Theory Life Cycle Theory Empirical Studies on Motivation Research Questions Hypotheses Chapter 111: Methodology Research Design Population and Sampling Plan Target and Accessible Population Sampling Plan Instrumentation Survey Instrument and Data Coding Ethical Considerations and Data Collection Methods Ethical Considerations Data Collection Procedures Data Analysis Evaluation of Research Methods vii ix TABLE OF CONTENTS (Continued) Page Chapter IV: Results Descriptive Characteristics Reliability and Validity of Measurement Scale: Modified AMS-C 28 Reliability and Validity of Measurement Scale: Life Trigger Survey Research Question 1: Demographics Research Question 2: Motivational Orientation Research Question 3: Life Triggers Hypothesis 1: Demographics Impact on Program of Study Hypothesis 2: Motivational Orientation Impact on Program of Study (Revised) Hypothesis 3: Life Triggers Impact on Program of Study Hypothesis 4: Demographics, Motivational Orientation, and Life Triggers Impact on Program of Study Chapter V: Discussion Interpretations Descriptive and Demographic Characteristics Research Questions Research Question 1: Demographics Research Question 2: Motivational Orientation Research Question 3: Life Triggers Hypotheses Hypothesis 1: Demographics Impact on Program of Study Hypothesis 2: Motivational Orientation Impact on Program Of Study (Revised) Hypothesis 3: Life Triggers Impact on Program of Study Hypothesis 4: Demographics, Motivational Orientation, and Life Triggers Impact on Program of Study Practical Implications Conclusions Limitations Recommendations for Future Study