Student Learning or the Student Experience: The Shift from Traditional to Non-Traditional Facilitation in Higher Education

Accreditation Council for Business Schools & Programs
Dr. Pamela Allen, Paul Withey, Dr. Carlos Tasso Aquino, and Dr. Deborah Lawton
Presentation Date: 
Saturday, June 18, 2016
Event or Conference: 
Creating New Knowledge in the Classroom
Presentation Type: 
Paper Presentation
Boyer's Domain: 
Presentation Location: 
Atlanta, GA
United States
Associated Awards: 
School for Advanced Studies Research Award 2016
Non-traditional students require non-traditional faculty. Higher education operates similar to a traditional corporation, but they compete for students, faculty, and funding to sustain their daily operations and improve their academic ranking among their peers (Pak, 2013). This growing phenomenon suggests the need for faculty to transform the existing educational culture, ensuring the ability to attract and retain students. Transitions from student learning to the student experience and increasing student satisfaction scores are influencing facilitation in the classroom. Higher education is big business and engaging student consumers to purchase products resulting in professional development and certification is the value beyond the academic oriented Bachelors and Master’s degree. Online facilitation methods are transforming to include teamwork, interactive tutorials, media, and extending beyond group discussion. Faculty is required to provide more facilitation, coaching, and mentoring with the shifting roles resulting in transitions from traditional faculty to faculty-coach and faculty mentor. The non-traditional adult student requires more hands on guidance and is not as self-directed as the adult learning theory proposes. A new faculty member with a new adult learning model is essential to meet the needs of the non-traditional students of modern society.