Abstract

The literature on higher education reveals that non-traditional students (i.e., over 25 years of age) have different course expectations than traditional students, and that learning is approached differently between males and females. As the non-traditional student population increases, academic institutions are increasingly being made aware of the need to accommodate the distinct needs of older learners, especially in relation to course content. This study reinforces the findings that the older, and generally more experienced student (i.e., more hours working) places more emphasis on reconciling course work with job or future job requirements. Moreover, younger students, many of whom are employed and assume part-time course loads, are beginning to display similar characteristics of older students. Gender differences in higher education are also examined

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