Trustee, Administrative, Faculty and Student Perceptions of Institutional Responsiveness to Older Students' Learning Needs in Selected Community Colleges (Michigan).

Abstract

This study examined dimensions of learning need perceptions of older students in four economically and demographically differentiated community college service regions in the state of Michigan, and perceptions of trustees, administrators and faculty of college effort to be responsive to adult learner needs. The investigation provides a contextual definition of need and develops an effort score and procedure for measuring institutional effort. The sample in this investigation consisted of 160 r and omly chosen students, ages 18-21, 30-44, and 60+ enrolled in credit courses, and a selected sample (N = 39) of trustees, administrators and faculty in community colleges. Perceptions of learner needs were determined from student responses. College effort was measured by trustee, administrative and faculty perceptions of institutional responsiveness, interviews with college personnel, and a review of college materials and procedures. The following results were obtained: patterns of needs are significantly different among age groups (p = <.50). Younger students have a greater need for college services, programs and functions. No significant differences were found in patterns of student services utilization. Significant differences (at p = <.05) were found in trustee, administrative and faculty perceptions of effort. Interviews with college personnel, and an examination of institutional materials and procedures revealed no differences in effort based on a rural or urban type of college. With changing demographics, more older people may be looking for educational opportunities. The configuration and structure of learning opportunities may need to be examined. Community colleges may need to focus on policies and procedures that promote flexibility, convenience, and individualization of instruction for all students.