Counseling Adult Learners for New Careers: The Motivations and Barriers Associated with Postsecondary Educational Participation of Soldiers in Transition

A qualitative case study approach with individual and focus group interviews identified senior enlisted Army soldiers' primary motivations and perceived barriers to postsecondary education participation. The 92 interviewees shared these common characteristics: they were enlisted soldiers, were older, attended college part lime, worked full time, possessed a high school diploma or equivalent, had completed an associate degree, and were near retirement and a career transition. Nonparticipants (defined as soldiers who had not taken a college course in the last five years and who were not pursuing a Bachelors degree) named these two primary factors as having the most impact on motivation to participate in college: interest in subject and desire to learn a specific skill. Participants named these two factors: desire to obtain a credential and desire for enhanced self efficacy. Nonparticipants named these two factors as perceived barriers to participation: lack of interest and lack of course offerings. Participants named these two barriers: type of unit assignment and unsupportive supervisor. Conclusions were that active participants were motivated by a sense of investing in their human capital; the Army installation's educational directives, policies, and practices toward postsecondary education opportunities varied across commands and individual units due to different organizational cultures and individual leaders' values; information dissemination about learning activities was lacking and counseling services were disjointed or nonexistent; and participants' primary motivation was the need to obtain a credential. (21 references) (YLB) Reproductions supplied by EDRS are the best that can be made from the original document. Counseling Adult Learners for New Careers: The Motivations and Barriers Associated with Postsecondary Educational Participation of Soldiers in Transition Clinton M. Covert, Ed. D. SFC, U.S. Army The following is a description of senior enlisted Army soldiers' primary motivational orientations and perceived barriers toward postsecondary educational participation. This article contributes to our awareness of the needs for advanced thinking about education for those adult learners who confront career and life transitions. The findings from this study suggest that this subgroup of nontraditional students experience unique circumstances that have implications for the types of learning opportunities available and impact other initiatives that best prepare individuals for a second career. Based on the soldiers' woridviews who participated in this study, five recommendations are made on how Army leaders, education and career counselors, and higher education can support healthy transformations for soldiers leaving the force and preparing for post-military careers.