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This study identified factors associated with the decision to enroll in a higher education degree program. In the context of predicting enrollment in a workforce development credentialing program, this study identified six variables that are strongly related to the likelihood to enroll: time out of school; possibilities for intellectual, personal, and career opportunities; institutional support; synchronizing learning and earning; reflective learner; and match with an academic reputation. Results suggest that enrollment is the result of an interaction among situational, occupational, and institutional factors rather than primarily a desire or need to acquire knowledge as a commodity. The decision to enroll in a long-term commitment is a negotiated activity in which self-interests are balanced among various other interests, including the employer, family, friends, and identity as a learner. This study contributes to the literature by suggesting that time out of school is strongly related to the decision to enroll. (Contains 1 table and 2 figures.)

This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a space for learning, and creating a time for learning. Initially, instructors play a critical role in helping novice learners develop identities as online learners and work in that dialogic space.

This study analyzed the content of college and university Web site home pages to determine the frequency of marketing messages that might persuade adult learners to enroll at the institution. The findings suggest that colleges and universities in this study do not have adult-oriented marketing messages and are giving scant attention to the decision-making needs of prospective adult learners on their Web sites. The marketing generally appeals to career prospects rather than helping adults make decisions about their futures. The potential of Web marketing to help adults is not being realized. As a result, Web marketing presents the promise of higher education without helping prospective adult learners take the first steps down the pathway. Suggested Web site message improvements include designing messages that appeal to the needs and interests of adult learners; welcoming adult learners through textual content, visual displays, and ease of access to information; demonstrating how an institution will address adult learners' issues and interests; and convincing prospects that they will achieve their goals by completing their education at the institution. (Contains 3 tables and 1 figure.)

The article proposes a decision model for adult enrollment derived from an analysis of the literature. Considerations were posed to the literature collected, such as the factors that describe the decision-making process to enroll in high education for adult learners who delayed or stepped out of college. Themes from the literature are presented, such as the pathway to a better life.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [ABSTRACT FROM AUTHOR]

This study analyzed the content of college and university Web site home pages to determine the frequency of marketing messages that might persuade adult learners to enroll at the institution. The findings suggest that colleges and universities in this study do not have adult-oriented marketing messages and are giving scant attention to the decision-making needs of prospective adult learners on their Web sites. The marketing generally appeals to career prospects rather than helping adults make decisions about their futures. The potential of Web marketing to help adults is not being realized. As a result, Web marketing presents the promise of higher education without helping prospective adult learners take the first steps down the pathway. Suggested Web site message improvements include designing messages that appeal to the needs and interests of adult learners; welcoming adult learners through textual content, visual displays, and ease of access to information; demonstrating how an institution will address adult learners' issues and interests; and convincing prospects that they will achieve their goals by completing their education at the institution. [ABSTRACT FROM AUTHOR]