ABSTRACT

While many academic degree programs target nontraditional students who are working professionals, the literature exploring the challenges facing nontraditional students has not considered the experiences of students pursuing youth development degrees. This study explored benefits and challenges nontraditional students associate with participating in a graduate degree program in youth development delivered through a blended online instruction model. Data were collected via an online survey administered to 95 graduates of a blended online youth development leadership degree program at a state university in the Southeastern United States. Respondents answered questions about changes in competency using a retrospective format, challenges associated with degree completion, and time since participation in the degree program. Competency scores were compared using paired samples t-tests, indicating significant (p ≤.05) pre-to-post degree program growth in all competency areas. Top-ranked challenges to degree completion included: (1) balancing the degree requirements with employment responsibilities and personal/family responsibilities and (2) writing and study skills confidence when returning to academic work after many years. Correlation analyses indicated no significant relations between when respondents participated in the program and the average change reported on any competency (all p's>.05). Additionally, alumni generally ranked challenges in a similar manner regardless of when they participated in the program. Implications for both research and practice are considered for organizations providing professional development or academic degree programs for youth development professionals.

摘要

虽然许多学位课程针对在职专业人士的非传统学生，但探讨非传统学生面临的挑战的文献并未考虑攻读青年发展学位的学生的经历。本研究探讨了非传统学生参与通过混合在线教学模式提供的青年发展研究生学位课程的好处和挑战。数据是通过对美国东南部一所州立大学的 95 名混合在线青年发展领导力学位课程的毕业生进行的在线调查收集的。受访者使用回顾性格式回答了有关能力变化的问题、与学位完成相关的挑战以及自参与学位课程以来的时间。使用配对样本 t 检验比较能力分数，表明所有能力领域的学位课程前后显着（p ≤ .05）增长。完成学位的首要挑战包括：(1) 在学位要求与就业责任和个人/家庭责任之间取得平衡，以及 (2) 多年后重返学术工作时对写作和学习技能的信心。相关性分析表明，受访者参与该计划的时间与报告的任何能力的平均变化之间没有显着关系（所有 p>.05）。此外，校友通常以类似的方式对挑战进行排名，无论他们何时参与该计划。