Doctoral Dissertations

Date of Award

12-1984

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Charles M. Achilles

Committee Members

Malcolm C. McInnis, Dewey Stollar, Frank Davis

Abstract

his study examined the needs of students enrolled at The University of Tennessee (1981-82). The central concern was to determine whether significant differences existed between the expressed needs of students according to life stages. Life stages were defined two ways: (1) seven age categories, the biological measure, and (2) seven adult life stage task categories (Adult Life Stage Task Categories: ALSTC), the social/psychological measure. The adult life stage categories are groups of tasks or life activities which are associated with a particular age. The task/age categories used were those defined by McCoy (McCoy, Ryan, Lichtenberg, 1978:229-230). Results from Kruskal-Wallis tests revealed significant differences in between group response rates, especially (1) between male and female respondents, (2) among male nontraditional students (Nontraditional Students: NTAS, 23+), and (3) with respect to age categories and ALSTC. Test results supported the supposition that needs do vary significantly over adult life-stages. The research posed some question as to what constitutes the most accurate means for assessment of life stages. There was not a high degree of concurrence in the response rates of respondents with regard to ALSTC as opposed to age categories. The results, both in terms of frequency distributions and Kruskal-Wallis tests, did not support the relationship posited by the McCoy model (McCoy, 1978).

Taxonomies of expressed needs were compiled for NTAS and for the total sample. Students expressed great interest in issues regarding registration procedures as well as instructional patterns. Students, both IAS and NTAS, expressed a preference for competent yet informal and relaxed instructors. The subjects exhibited a high degree of pragmatism, requesting courses that were occupationally oriented. Adult students associated education with the traditional campus site and expressed little interest in off-campus sites. The area of least concern was that of Psychological Impediments.

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