Universities must appeal to non-traditional students

As the Canadian economy changes, we should expect to see non-traditional student interest in higher education rise as mid-career adults seek to transition to new sectors (reskill) or increase their potential for career advancement (upskill).

Many university programs are designed to meet the needs of ‘traditional’ students. These students pursue their degrees full time, have few if any family responsibilities, and academic study is central to their lives. ‘Non-traditional’ students – those who have fulltime employment and/or family responsibilities – often struggle to fit university education into their lives.

This raises questions about the structure of university programs and how they might evolve. Christie Schultz, dean of the Centre for Continuing Education at the University of Regina, writes, “As we continue to open access to education, it is incumbent upon us to continuously ask ourselves who we are not serving and why. What are the barriers we ourselves have created and need to overcome in order to serve individuals and communities beyond those already at home in a university setting?”

Why universities need non-traditional students

The fiscal case for doing more to address the educational needs of non-traditional students is straightforward: many universities need the tuition dollars. As higher-education consultant Alex Usher reports, “public funding for higher education has been stagnant for well over a decade now.” This stagnancy makes tuition revenue critical to university fiscal sustainability. International tuition served as a short-term solution, but recent and continued federal reductions in international study permits has resulted in declining enrolments. Replacing international tuition with domestic tuition is a priority for many universities, and this means increasing domestic enrolments, since many provinces have caps on domestic tuition rate increases. Colleges and trade institutes face similar pressures, and universities will be competing fiercely to retain the traditional student market while aiming to build the non-traditional student market.

But non-traditional students benefit universities beyond their tuition dollars. Their life and work experience shapes their learning contributions, adding rich diversity and informed perspectives to the classroom. These students push universities to increase flexible learning opportunities and student supports in ways that help all students. And non-traditional students present universities with an expanded opportunity to deliver on our core mission. Access to the individual benefits of university education, including higher earning potential and better health outcomes, should not be limited by age, employment status, or family status, and the societal benefits of university education, including more engaged citizens, are greater if this education encompasses a larger segment of society.

How universities can meet the needs of non-traditional students

Non-traditional students expect a lot from their studies. The Clemente Course in the Humanities website notes: “In general, the stakes are high for adult learners who return to the classroom. They tend to take the opportunity to learn more seriously than traditional students and to have less patience for classroom distractions or ‘busy work.’ They are investing time, money, and hope in their education and understandably expect to see a return on that investment, whether it’s in learning, credentials, or a feeling of belonging and achievement.”

To appeal to non-traditional students, universities need to accommodate their needs and offer them a clear value proposition. Indeed, Jeffery Stevens, an assistant professor in the College of Business and Professional studies at Alabama A&M University argues, “because developmental needs, issues, and stressors for adults differ considerably from those faced by younger, ‘traditional-age’ students, all aspects of the college environment must be reconsidered (and often reconfigured) to respond to this growing student population”.

To start this reconsideration, faculty and leaders should address the following questions:

• How can we provide career-relevant programming? Many non-traditional students are attracted to professional programs with clear skills training. For programs not tied to a particular career outcome, what career-relevant skills and knowledge will students develop? 

• How can we create program efficiency? The four-year bachelor’s and research master’s degrees can be misaligned with non-traditional student needs. How might stackable alternative credentials – such as micro-credentials, certificates, associate degrees and post-baccalaureate degrees – promote ongoing learning? Where are the opportunities to streamline existing degree structures? Is it possible to give non-traditional students credit for relevant past education or work experience? 

• How can we increase flexibility? High school transcripts may underestimate a non-traditional student’s academic potential. How can we create opportunities for flexible admissions? Programs and services must be available when and how non-traditional students can access them. How might we use online, asynchronous or evening/weekend teaching and service offerings?

• How can we move forward with empathy? Many non-traditional students have not been in a classroom in years or even decades. They may lack academic confidence, have less familiarity with academic norms or experience with technology, or live with undiagnosed learning disabilities. These obstacles can be addressed, so how can we equip faculty and advisors to provide appropriate supports for student success? The good news is that accommodations for non-traditional students also benefit traditional students: a 2024 survey of 700 North American traditional students found that their educational priorities include flexible scheduling, enhanced career development and greater support. 

Canada’s economic future requires lifelong learning. Universities face the risk that non-traditional students may see university education as inconvenient or irrelevant and choose other educational options. This would be a lost opportunity for universities and non-traditional students alike.