Abstract
The researcher reviewed Maslow’s (1943, 1970) motivation theory, Schlossberg’s (1989) transition theory, and Knowles’s (1990) adult learning theory. Adults seek self-actualization through education, and education is cause for transition. Adults will endure transition when education allows for a self-directed learning environment relevant to the students’ employment. The purpose of this study was to determine the motivations, challenges, and supports of adults pursuing graduate degrees. By understanding the adult learner and their necessities, the researcher hopes that identification of challenges, barriers, and conflicts along with supports can lead to proactive planning and resource development by educators for the adult graduate student. An online questionnaire was distributed to the past and present students of the Freedom University higher education leadership graduate degree program. There were 49 respondents, with 35 females and 14 males. Three participants were aged 18-24 and the remainder were aged 25-64. The research presented in this study indicated motivations such as upward mobility, an increase in salary and responsibility, and love of learning. Respondents were seeking a graduate degree to be qualified for a position of greater responsibility and greater salary. The study identified challenges such as lack of childcare support, time management issues, and trouble keeping up with the homework/reading. Supports included employers, significant others, and fellow students. This information should lead to proactive planning and resource development for the adult graduate student.