Experiences of post-traditional students in age-diverse student affairs preparation programmes

Abstract

The value of lifelong learning and alterations in course delivery modes and programme structures of graduate education to include evening and weekend coursework have increased the presence of multiple generations in educational settings (Sánchez & Kaplan, 2014). In a number of fields, such as business and public administration, age diversity in graduate education is common. Historically, for student affairs preparation programmes (SAPPs), however, age diversity was still not consistently seen across programmes. However, as age diversity increases in SAPPs as programmes restructure to appeal to students with a variety of life experiences, opportunities to embrace intergenerational learning become available. This qualitative study explored the experiences of 13 post-traditional master’s degree students in SAPPs across the U.S. to understand their experiences in a multigenerational academic programme and how they navigate generational difference. Three themes emerged: honouring lived experiences in the educational experience, generational differences in understanding diversity and social interactions across generations in a community of learners. Recommendations for SAPP faculty to negotiate generational differences in learning spaces are provided.