Date of Award

Spring 2026

Language

English

Embargo Period

5-7-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Program

Educational Policy and Leadership

First Advisor

Teniell Trolian

Committee Members

Christy Smith, Ed Engelbride

Keywords

student success, nontraditional graduate student, graduate student, nontraditional, educational policy

Subject Categories

Adult and Continuing Education | Adult and Continuing Education Administration | Educational Leadership | Higher Education Administration

Abstract

This study explored how nontraditional graduate students perceive their experiences with student support services within a Research 1, public university. The purpose of this study was to understand how these services impact their overall academic experience. Findings from semi-structured interviews with nontraditional graduate students and student support staff using a qualitative approach revealed four themes. These themes included (1) a shared emphasis on connection and belonging, (2) flexibility as a foundation for support and success, (3) individualized student-centered support, and (4) the acknowledgement of nontraditional student support identity. Both groups identify that meaningful support is within relationships with faculty and staff as well as in the flexibility of program structures.

This research used Tinto’s (2008) theory of academic integration and Kahu’s (2013) student engagement framework to build a foundational framework for conceptualization of the findings. The findings suggested that elements of effective support should be systemically implemented in ways that account for the complexity of nontraditional graduate identities. This study contributes to existing literature by highlighting the need for more intentional and inclusive approaches to nontraditional graduate student support through institutional practices and structures within a higher education institution context.

License

This work is licensed under the University at Albany Standard Author Agreement.

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