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Persistence and Success: Dislocated ...

Black, Mary T.

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Persistence and Success: Dislocated Workers Retraining for New Careers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Persistence and Success: Dislocated Workers Retraining for New Careers./
Author:	Black, Mary T.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557143
ISBN:	9781267999962

Persistence and Success: Dislocated Workers Retraining for New Careers.
Black, Mary T.

Persistence and Success: Dislocated Workers Retraining for New Careers. - 201 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

Dislocated workers enter higher education institutions following job loss to strengthen skills and to build knowledge for more marketability. Many do not persist to graduation and fail to gain appropriate education to return to the workforce. The goal of this research was to understand factors that influence dislocated worker students' persistence as this information can help college stakeholders to address the departure problem. For this study, Braxton, Hirschy, and McClendon's theory of student departure in commuter colleges and universities combined with variables cited in Bean and Metzner's model of nontraditional undergraduate student attrition served as the frameworks for the investigation. Using a mixed methods sequential explanatory research design, quantitative data were gathered and analyzed for mean scores to identify participants to be interviewed in the subsequent qualitative phase of the study. The qualitative data were gathered through unstructured interviews and analyzed to identify themes related to dislocated worker student persistence. The research findings revealed that economic, organizational, psychological, and sociological factors played a prominent role in the persistence of dislocated worker students. Using the research findings, a foundation course was developed to address dislocated worker student attrition through pedagogical practices; these practices provide students with opportunities to acquire knowledge and skills that foster personal growth and academic success. The implications for positive social change include a contribution to the literature on dislocated worker student persistence and an effective pedagogy to support student persistence, thus addressing dislocated worker student attrition.

ISBN: 9781267999962Subjects--Topical Terms:

641065
Higher education.

Persistence and Success: Dislocated Workers Retraining for New Careers.
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020 $a 9781267999962
035 $a (MiAaPQ)AAI3557143
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100 1 $a Black, Mary T. $3 3182309
245 1 0 $a Persistence and Success: Dislocated Workers Retraining for New Careers.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Rena Palloff.
502 $a Thesis (Ed.D.)--Walden University, 2013.
520 $a Dislocated workers enter higher education institutions following job loss to strengthen skills and to build knowledge for more marketability. Many do not persist to graduation and fail to gain appropriate education to return to the workforce. The goal of this research was to understand factors that influence dislocated worker students' persistence as this information can help college stakeholders to address the departure problem. For this study, Braxton, Hirschy, and McClendon's theory of student departure in commuter colleges and universities combined with variables cited in Bean and Metzner's model of nontraditional undergraduate student attrition served as the frameworks for the investigation. Using a mixed methods sequential explanatory research design, quantitative data were gathered and analyzed for mean scores to identify participants to be interviewed in the subsequent qualitative phase of the study. The qualitative data were gathered through unstructured interviews and analyzed to identify themes related to dislocated worker student persistence. The research findings revealed that economic, organizational, psychological, and sociological factors played a prominent role in the persistence of dislocated worker students. Using the research findings, a foundation course was developed to address dislocated worker student attrition through pedagogical practices; these practices provide students with opportunities to acquire knowledge and skills that foster personal growth and academic success. The implications for positive social change include a contribution to the literature on dislocated worker student persistence and an effective pedagogy to support student persistence, thus addressing dislocated worker student attrition.
590 $a School code: 0543.
650 4 $a Higher education. $3 641065
650 4 $a Adult education. $3 543202
690 $a 0745
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557143