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A study was undertaken to compare library skills and attitudes of traditional and non‐traditional students entering Kent State University during the Spring semester of 1989. It was discovered that non‐traditional students present a challenge to library instruction due to a lack of familiarity with and commitment to the academic routine, and a lack of library experience overall. Freshmen students were administered a questionnaire prior to receiving any formal library instruction. Chi‐square tests were used to test significant differences between the two groups regarding the variables of library skills and library attitudes. Because of the sample size, the study was limited. However, some observations were made that merit further study and may have implications for library instruction programmes which will be designed to address the growing population of non‐traditional college students in the 1990s.

“Disparity” implies the existence of a “markedly distinct in quality or character,” difference between one group and another. Some groups, due to elevated stigma associated with group membership, are invisible as a disparate minority and therefore, while there may be a great inequity in healthcare between that group and the normative population, the invisible minority is ignored. This chapter addresses the issue of healthcare for the transgender-identified population. We address how the normative viewpoint of mental illness and unacceptable religious status, along with lifelong perceived and actual abuse and violence, creates a socially sanctioned inequality in healthcare for this population.

The purpose of this paper is to describe, reflect on, and problematize the curricula and student support created by the Writing Program at DePaul University’s School for New Learning. This case study discusses the challenges and considerations that the authors have used to develop writing classes and support for non-traditional adult students.

This qualitative case study emerges from the practical experience and theoretical knowledge of the three authors. The experience includes development, implementation, and revision of curricula and support services to fit the changing needs of the non-traditional student population.

The growing majority of students demonstrate at least one non-traditional characteristic: delayed postsecondary education enrollment, lack of high school diploma, part-time enrollment, full-time employment, multiple dependents besides a spouse, etc. In the face of institutional indifference, these populations frequently fail to receive the support that meets their particular needs.

Using their own experience of creating a Writing Program that meets the needs of adult non-traditional students, the authors discuss practical strategies for and possible pitfalls of providing writing support that can be adapted for similarly underserved student populations.

The paper does present interesting approaches for educating adult students. It covers the unique challenges in this population, and the the approaches that are specifically tailored toward meeting their needs.

Since the mid-1800s, Historically Black Colleges and Universities (HBCUs) have been educating a majority of Black Americans. These 105 institutions serve more than 300,000 undergraduate, graduate, and professional students from diverse backgrounds, various socio economic levels, and academic achievement levels. And, it is important that they continue on this challenging journey of addressing the unique needs of the HBCU student by becoming more efficient and focused on their program offerings with minimal state support and shrinking federal funding. Further, systems mandates, board governance, affirmative action, and civil unrest oftentimes camouflage the historic role of the HBCU. Questions arise as to the relevance of these historic institutions when the student, faculty, and staff demographics begin to shift in an effort to compete for the quality and quantity of students enrolling at majority institutions. It is imperative that we continue having crucial conversations surrounding the essence of this challenge. Diversity is our strength and a reality that should not be ignored. What better institution to exemplify inclusive excellence than a HBCU? This chapter will address how these historic institutions can continue to celebrate their legacy while embracing the rich dimensions of diversity, equity, and inclusion.

This paper seeks to challenge the claim that traditional and non‐traditional employees differ significantly in terms of their needs, personality characteristics, and work motivation patterns, by surveying management consultants in Canada.

The study is based on a quantitative online survey undertaken among 204 Canadian management consultants in 2008, representing both traditional employed consultants, contingent consultants, and company representatives.

The study demonstrated no significant differences with regard to needs, motivation, and personality characteristics between traditional and non‐traditional employed management consultants, which means that no significant changes to existing human resource management policies seem to be needed.

The existing literature on contingent employees' needs, personality characteristics and work motivation has mainly been devoted to the study of differences between traditional and non‐traditional work arrangements seen as single groups. This study extends and complements the understanding of the underlying dimensions of both the explicit and the implicit contract within the contingent management consultant‐organization relationship in order to explain the influence of these dimensions on the human resource management strategies. The underlying assumption is that non‐traditional work arrangements vary according to the type of job and the context in which the job is performed.

The United States is becoming more diverse, a trend that is reflected in institutions of higher education; college campuses are filled with various subgroups of “non-traditional students,” many of whom are students from marginalized populations. Throughout history, the United States denied access to education to students from historically marginalized backgrounds and while society promises access to students today, it is not provided equally; gaps in educational access and achievement among marginalized groups persist. Some of the fastest growing subgroups of our population are least likely to succeed in higher education, because they face barriers as they navigate the university experience. This chapter spotlights the key access and persistence-related challenges faced by students from six marginalized populations: African American/Black students, students with disabilities, Hispanic/Latinx students, lesbian, gay, bisexual, and transgender (LGBT) students, undocumented students, and student veterans.

This study aims to examine how working Australian Muslim men experience work-life conflict and how gender influences their experience.

Survey questionnaires were collected, either face-to-face or online, from 403 Australian Muslim men and women.

Work-to-life conflict is more prevalent than life-to-work conflict in both sexes, and there are no gender differences in the experiences of either direction of conflict. Job demands are a stronger predictor than work hours in both sexes and the findings corroborate existing Western research on the importance of work flexibility in helping both sexes cope with conflict. As expected, non-work related antecedents have more impacts on life-to-work conflict among women than in men, but the findings question the role of religion, indicating its beneficial rather than demanding nature. Finally, work-to-life conflict is a slightly stronger negative predictor of job satisfaction in women than men, whereas life-to-work conflict is a stronger negative predictor in men but not in women.

A greater focus on the work-life experiences of non-traditional populations and a change in the direction of work-life research, one that is broadened to include other roles besides work and family, such as religion, are needed.

Workplace policies designed to mitigate the negative impact of work-life conflict need to be matched to the workforce for both the workers and workplace to gain full benefits.

This research broadens the scope of work-life knowledge, one that is predominantly based on Western societies on white, English-speaking backgrounds, to men and women of non-traditional minority populations.

This paper aims to provide evidence on the role study tours play in expanding student cultural capital via increased confidence in international travel.

In this paper, survey data from individuals who participated in a study tour experience offered by a Florida-based university are analyzed for the assessment of cultural capital acquisition across select demographic types. Results are derived for paired difference tests as well as differences in population means.

Findings indicate that students participating in study tours did, in fact, gain confidence in engaging in international travel, especially so for first-time passport users and female participants.

The study was limited because of the size of the sample population. It is likely that significant relationships via other demographic cohorts will unfold as program participation increases.

Study tours represent a viable pathway for the acquisition of cultural capital.

Study tours present a unique means of providing students a first-hand global experience, and when marketed to a non-traditional student population, offer opportunities for acquisition of cultural and social capital that could not be achieved through non-experiential means.

The results of this study show that the study tour experience enriched the cultural capital of student participants through an increase in confidence associated with traveling abroad. The benefits of the study tour were widespread, as virtually, all population groups analyzed tended to gain confidence in traveling abroad, even those who had prior experience traveling internationally. This paper also suggests future pathways for research based on other demographic cohorts.

The training challenges facing organisations resulting from changes over the next several decades are described. These include a decreasing number of persons available for entry level positions including a growing proportion of undereducated young people. Also, jobs will become more complex as a result of technological developments and yet will require more interpersonal interaction between individuals who have different values and who come from different cultures. These changes will result in the need for training systems to maximise the potential of each individual, including basic skill and support programmes for unskilled young people who will need to perform more cognitively complex tasks. Training will also be necessary to help managers work with a more diverse workforce including helping individuals understand how to provide support for persons who have not traditionally been a part of their work organisation.

The aim of this project was to collect part‐time students’ feedback on their experiences at the Hong Kong Polytechnic University. The collected data were in turn used to build up a collection of video clips of part‐time hotel and catering students discussing their learning experiences at the university. The edited clips were turned into two video programs. One program was implemented during new adult students’ orientation, to help these non‐traditional students understand more about the potential and challenges of the course, and become better learners. The second video program was put to use during an academic staff seminar on the learning needs and problems of adult learners.