Although there are various motivating factors for adults to return to school I think there are two primary ones: necessity and social interaction.
It may be necessary for adult learners to continue their education due to technological advances in their field. Continual training might be required to ensure they are competent with the latest hardware/software.
Job market realities may also motivate and adult learner to return to school if their previous job is outsourced (to competitive foreign markets) or eliminated (due to downsizing and/or automation of machinery). Adults seeking a new skill set for a new career will return to school.
The social interaction component is also a huge motivating factor for adult learners. Adult learners may desire to network with professionals in their field through classes, internships, and workshops. Adult learners want to stay relevant in their specific field by studying the most recent industry trends and meet potential clients, employers and colleagues.
I would like to introduce a deeper motivation in the adult learner. The times and technology have truly marginalized the concept of personal definition. For the sake of governmental, political,commercial, or societal convenience, one has been pigeon-holed and labeled as a member of a layered demographic: one is a Boomer, a vet, a retiree reconnecting with the workforce, one is rural or urban, red state or blue, etc.
The motivational dynamic then becomes a strike against these constricting labels. Adult learners don't just pursue an education; they wish to change their lives. The "been there, done that" seeks the new personal definition that novel educational experiences hopefully promise and deliver: a new way to live a new life.
Christopher,
Thank you for this thoughtful post. Not many of your peers have written about the "social interaction component" as a motivator for students to return to school. In my experience, the need for social interaction is not typically a driver that brings students to our schools, but it is a need they have once they get here. The social interaction component is essential in the retention of students once they get here. Thoughts?
Jeffrey Schillinger
Peter,
You make a good point here regarding pigeonholing individual students. The general characteristics applied to a group are usually based upon statistical evidennce. We as educators need to leverage that research as it will help us deal with most of our students while we recognixe there will be differences within each group. Some baby boomers are already technically savey and think like millenials. Some members of generation X operate much like the baby boomers.
Jeffrey Schillinger
New immigrants looking for new careers. Lan Le
Lan,
Thank you for this post. What care some of the primary differences between immigrants and non-immigrants who are looking for new careers?
Jeffrey Schillinger
I agree! The social interaction component is very important. The opportunity to network is the most important aspect of social interaction in the classroom. I feel like adult learners appreciate this notion much more than traditional students because most adult learners have numerous years of experience in the workforce so they understand the importance of maintaing contacts within the industry.
If an adult learner must return to school to learn a completely different skill set, then they will place much more importance on social interaction because their previous contact list may be obsolete if they are studying in a field that is different than their previous experience.
Christopher,
I have not found my adult students to be as interested in social interaction in the classroom as they are interested in who they may need to network with outside of the campus to get their foot in the door of a new employer in their new career.
Jeffrey Schillinger
The most important motivator is simply
US Dollars
al the rest is based on those who don't make it
with pie in the sky
Look at the top job market
and the pay realm
Bill,
I have not found money to be the primary motivator for my students. Sometimes the motivator is the security a nice income may bring. What programs do you teach?
Jeffrey Schillinger
Some reason I have noticed are:
Self improvement
Improve career opportunities
Advance career
Begin new career
Explore other industry
Peter Rice
Peter,
What are some of the specific ways you determine each of your student's individual motivations? How do you leverage this information to improve retention?
Jeffrey Schillinger
Adult return to school for various reasons. They may want a career change in an effort to become more stable financially and economically. I went back to school because I lost my job and wanted to make myself more profitable by gaining more education.
Regina,
Thank you for this post. What are some specific ways you leverage the reasons your adult students return to school to help them stay motivated while in school?
Jeffrey Schillinger
Usually there is a change in career or there is a need for advancement to a better job position or promotion.
Most of the adult learners I encounter as a learning support specialist have returned to school to improve not only their vocational disposition, but the economic disposition of their family. I've found most of my "non-traditional" students demonstrate values steeped in tradition: they want a better career and a more stable economic future and believe their enrollment in and completion of an academic program will provide them that sense of security and satisfaction.
Michael,
Thank you for this post. How do you determine individual motivations and leverage those motvations to help students succeed?
Jeffrey Schillinger
Crystal,
Thank you for this post. What are one or two specific ways you leverage these motivations to inspire your students to persist?
Jeffrey Schillinger
Great question, I analyze the audience and I tailor the course and my activities to emphasize the ideas/things that motivate them. For example, something as simple as the opening comments to my lessons would include a motivational statement that ties back to the learners interest(why it is beneficial to them, promotion, next/new career...etc)...I also reemphasize those motivational points throughout the lesson and again during the concluding remarks.
Michael,
Thanks for this post. Planned moments of intentional motivation during lesson delivery will often pay off in student performance.
Jeffrey Schillinger
