A neglected majority: The adult student in graduate and professional school and the relationships between institutional prestige, access and student satisfactio

In 1996, 54% of enrolled graduate students were over the age of 30. This study explored access to graduate education for adult students and the role institutional prestige plays in access and student satisfaction.;The program sample included 14 business programs and 15 graduate psychology programs in Southern California. The student sample was comprised of 365 business and 102 psychology students over the age of 30 enrolled in the sample graduate programs.;An adult access index was developed utilizing variables found to be important in a student needs survey and a program access evaluation. A program prestige index was developed utilizing standardized test scores, GPAs, and selectivity measures. A student satisfaction index was based upon student satisfaction responses. A correlational study was performed to examine relationships between program prestige and adult access, and program prestige and student satisfaction.;Greater access was found for adult students to business programs than to psychology programs. No relationship was found between school prestige and access to business programs; however, a moderate negative relationship was found between program prestige and access to psychology programs. A moderate positive relationship was found between prestige and student satisfaction for both business and psychology programs.;Adult graduate students have important limitations in attending graduate school compared to their traditional college-age counterparts. These prevent many potential students from attending graduate programs without special student access. The data showed that business programs provide a model for graduate programs in providing adult student access, while psychology programs offer substantially less. The findings also indicated that prestige plays a dominate role in the consideration of programs by adults. Professional programs, as demonstrated by business schools, appear to provide access throughout all levels of institutional reputation. Academic programs, as represented by psychology programs, provide less access as their prestige increases.;While professional schools are responding to the needs of adult students, academic programs lag far behind. With changes in student demographics, academic programs in higher education must begin to respond to the needs of this important student cohort.