Helping Students Cross the Finish Line: A Systems Approach to Postsecondary Persistence and Completion

Abstract

This mixed-methods exploratory study examined the evolving needs of adult degree completers in higher education, using Bronfenbrenner’s (1979) ecological systems theory and universal design for learning (cast, 2024) as guiding frameworks. A purposive sample of 122 adult degree completers across diverse disciplines and learning modalities was recruited using digital professional networking and snowball sampling. Findings indicate that personal determination, particularly in the form of resilience and self-direction, was central to participants’ academic success. Simultaneously, participants described systemic barriers including limited faculty engagement, inconsistent access to or unawareness of career development resources, and financial strain and uncertainty. Participants shared their preferences for authentic, real-world learning experiences, yet disliked collaborative assignments designed to simulate organizational team interactions. This study addressed a gap in higher education literature by examining how degree completers experience both the support and the challenges that shaped their path to graduation. Findings show the need for coordinated, system-based strategies that connect academic programs to workforce demands and keep learners at the center of instructional planning and delivery.