A case study of the nontraditional baccalaureate degree program at Columbia Union College

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dc.contributor.authorSado, Negussieen
dc.contributor.committeechairChaloux, Bruce N.en
dc.contributor.committeecochairMcKeen, Ronald L.en
dc.contributor.committeememberUnderwood, Kenneth E.en
dc.contributor.committeememberConley, Houstonen
dc.contributor.committeememberMalpass, Peter G.en
dc.contributor.departmentEducational Administrationen
dc.date.accessioned2014-03-14T21:12:40Zen
dc.date.adate2008-06-06en
dc.date.available2014-03-14T21:12:40Zen
dc.date.issued1995en
dc.date.rdate2008-06-06en
dc.date.sdate2008-06-06en
dc.description.abstractNationally, increasing numbers of adults seek participation in higher education, but many institutions have not yet examined missions and practices regarding the services provided to this population. This study was conducted with the purpose of determining if there were discrepancies between non traditional degree programs at Columbia Union College (CUC) and the American Council on Education (ACE) and Alliance Principles of Good Practice for Nontraditional Degree Programs. The study focused on the initial planning of the program, its implementation and its current operations, and reports on the impact of these programs on the traditional program at CUC. Two surveys were developed for the study. One survey was designed and administered to the program executives and the faculty members. The second was designed for and administered to nontraditional degree students at CUC. Interviews of all three groups were also completed. All data gathering processes reported perceptions of respondents related to initiation of the program, reasons for students to enroll in the program, and support services available for students. Responses were compared to the Principles of Good Practice to determine discrepancies between those principles and perceptions of the nontraditional degree program at CUC. Practices perceived as inadequate by administrators and faculty members include: (1) vocational and career guidance services; (2) tutorial services; (3) students’ representation in policy decisions; (4) social activities; (5) computer facilities; and (6) Includes students decision in Institutional policy and practice. On the other hand, CUC nontraditional students indicated the following to be inadequate: (1) tutorial services; (2) students’ representation in policy decisions; (3) availability of financial aid; (4) vocational and career guidance services; (5) library and related services; (6) adequate student parking; (7) campus security; (8) social activities and (9) availability of computer services and support. Results of the study indicate a need for decision makers in the Columbia Union College non traditional degree program to provide the services and practices recommended by the ACE and Alliance Principles of Good Practice for Nontraditional Degree Programs.en
dc.description.degreeEd. D.en
dc.format.extentviii, 163 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-06062008-155256en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06062008-155256/en
dc.identifier.urihttp://hdl.handle.net/10919/38101en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1995.S236.pdfen
dc.relation.isformatofOCLC# 34334063en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1995.S236en
dc.titleA case study of the nontraditional baccalaureate degree program at Columbia Union Collegeen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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