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(i) WHO ARE OUR NTS?
(ii) WHAT DO OUR NTS NEE
STUDENT LIFECYCLE
- Evaluate the unique context and characteristics of their NTS group; i.e. the NTS at The UWI Open Campus may not have the exact same complexities as those at COSTAAT;
D? - Craft a specific student suppport service policy in response to these characteristics; and (iii) HOW SUCCESSFUL HAVE WE BEEN? - Implement and evaluate the student support service policy.
The main objective therefore is to ensure that the NTS satisfactorily navigate his or her way through the complicated process of work, family commitment and study in the 21st century.
References
Ausburn, L. (2004). Course design elements most valued by adult learners in blended online education environment: an American perspective. Educational Media International, 41 (4), 327-336.
Cashchera, K. (2015). The Evolution. Three signigicant challenges facing adult.
Gilardi, S., & Guglielmetti, C. (2011). University Life of Non-Traditional Students: Engagement Styles and Impact on Attrition. Journal of Higher Education, 82(1), 33-53.
Kasworm, C. E. (2003). Setting the stage: Adults in higher education. New Directions for Student Services, 102, 3–10.
Kirk, C & Dorfman, L. (1983). Satisfaction and role strain among middle ages and older re-entry students. Educational Gerontology, 9(1), 15-29.
Kyung-Nyun, K. & Baker, R. (2015). The Assumed Bene ts and Hidden Costs of Adult Learners’ College Enrollment. Research in Higher Education. 56, 510–533. doi 10.1007/s11162-014-9351-x.
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