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dc.contributor.advisor Murphy, Dr. Jenni
dc.contributor.advisor Thomas, Dr. Sheila
dc.contributor.author White, Kate
dc.date.accessioned 2019-09-11T21:02:46Z
dc.date.available 2019-09-11T21:02:46Z
dc.date.issued 2019-05-01
dc.identifier.uri http://hdl.handle.net/10211.3/213240
dc.description.abstract Today, a four-year degree is touted as the only respectable option for postsecondary training when in actuality a myriad of choices exists for students. Because of the overvaluing of degrees, over 70 percent of high school graduates now enter college. Many students are not prepared for success and flounder in college, only to exit several years later deeply in debt, without a credential, and with no viable career pathway. Alternative programs exist that can prepare students for a career in a lucrative field not requiring a degree. While we know the statistics on what type of careers are available without degrees, not enough research exists on the quality of these alternative programs, and how well they work. Therefore, in this study, I evaluate the outcomes of a specific alternative program for nontraditional students. The focus of this evaluative study is the Paralegal Studies Certificate Program at a public four-year university in California. The central question guiding this study was “What is the effectiveness, impact, professional support, and accessibility of this certificate program for nontraditional students?” Using a theoretical frame of social reproduction theory and credentialism, and a program design logic model, I utilized a survey and focus group to conduct a mixed-methods study designed to examine the Paralegal Studies Certificate Program and evaluate whether the desired outcomes of the program are being achieved and if the students’ needs are being met.
dc.description.sponsorship Department of Educational Leadership for Social Justice
dc.format.extent xi ; 113 p.
dc.subject Educational leadership
dc.subject.lcsh Nontraditional college students -- United States
dc.title Alternative Options for Nontraditional Students in Higher Education
dc.type Dissertation
dc.date.updated 2019-09-11T21:02:47Z
dc.language.rfc3066 en
dc.contributor.primaryAdvisor Hayes, Dr. Kathryn
thesis.degree.name Doctor of Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice

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