Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Whitney Newcomb
Second Advisor
Dr. Maike Philipsen
Third Advisor
Dr. Robin Hurst
Fourth Advisor
Dr. Holly Jackson
Abstract
Through in-depth, semi-structured interviews with eleven individuals who completed an undergraduate degree while employed full-time, this qualitative study explored how non-traditional students perceived the support provided by their employers in integrating educational and professional responsibilities. Participants, all 25 years or older at enrollment and employed full-time during their studies, shared experiences that revealed how organizational support facilitated or inhibited their academic success. Findings highlighted that support was multi-dimensional, encompassing structural, relational, and emotional-motivational factors, and that non-traditional students developed adaptive strategies to integrate school and work. The study provides insight into how workplace environments and cultures influence educational persistence and outcomes. Results may inform organizational policies and practices designed to better support employee-students pursuing higher education while working full-time.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-4-2025