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International students pursuing higher education in the United States are faced with a multiplicity of challenges such as relocating to a new country, navigating an unfamiliar educational system, overcoming negative stereotypes associated with being an international student, and, in some instances, learning a foreign language. Despite such challenges, international students remain motivated to pursue higher education in the United States. This qualitative study, utilizing Schlossberg's adult transition model as a theoretical framework, explores the lived experiences of 16 international students pursuing higher education in the United States. Emphasis is placed on their transitional experiences in relation to their learning. The major theme that emerged is "major adjustment." Subthemes that emerged regarding these students' adjustments includes (a) diversity and cultural differences in the learning environment, (b) comparative differences in the learning environment, (c) language barriers, and (d) combatting stereotypes. Implications for theory and practice are also discussed.

The purpose of this study is to explore the factors that impact the experience of Caribbean nontraditional adult learners encounter while pursuing higher education in the United States and perceived support systems needed by Caribbean adult learners to be successful. On this premise, this qualitative study was conducted. A total of 15 Bahamian students participated. Data was collected via semi structured interviews and analyzed utilizing open coding. The major themes that emerged with regards to influential factors that impacted their experiences were: (a) financial constraints, (b) lack of support, and (c) cultural differences and adaptation. As it relates to support systems needed by Caribbean students, the major themes that emerged were: (a) family, (b) faculty/mentors, and (c) a network of friends.

The study's purpose is twofold and examines (a) major challenges veterans may encounter while enrolled in higher education, and (b) veterans' perceptions of utilizing higher education as a transitional tool to the civilian workforce. A qualitative design was employed in this study. Data were collected utilizing three focus groups (N = 11). The findings concerning veterans' challenges in pursuit of higher education are the following: (a) us versus them, (b) difference in the learning environment, (c) institutional barriers, and (d) networking. The current study provides an additional discussion platform for educators, institutions of higher education, and veterans affairs departments--it is a potential opportunity to design learning environments, policies, and practices that will enhance the overall process of veterans' transitions and create environments in higher education that are truly veteran-friendly.

The transitioning of veterans from the "military world" to "the civilian world" and by extension the civilian workforce is the "ultimate career transition." However, to facilitate this challenge, most veterans often utilize higher education as a transitional tool to qualify themselves with credentials that are not only recognizable but valued by their potential civilian employer. Transitional challenges for the veteran student in higher education include a unified learning environment (veterans and civilians), a learning environment supported by unfamiliar learning theories, and differences in roles, for example instructor and student. Utilizing the transitional challenges veterans encounter while pursuing higher education as an underpinning, this chapter provides an overview of the veteran student, explores the transitional challenges veterans encounter while pursuing higher education and relevant support systems needed for success. Additionally, this chapter provides strategies that should be employed by adult educators in an effort to promote a veteran-friendly learning environment.

Despite the paradigm shift globally regarding the adoption of inclusive education, teachers still have varying preconceived misconceptions about its successful implementation and practices in the general education classroom. This qualitative study focused on teachers' perception of adapting inclusive education policies and procedures in The Bahamas and its implication for adult education. The participants of the study were teachers (n-18) in the K-12 educational system in The Bahamas. The findings from this study revealed that there was a vast misconception of the definition of inclusive education. Secondly, five overarching factors that influenced teachers' perception of inclusive education were (a) lack of training, (b) insufficient resources and (c) administrative support, (d) teachers' attitudes and (e) inadequate /misconception of information regarding inclusive education. The study further provides an overview for implications for education and training of general education teachers charged with the resp

The purpose of this study is to investigate the perception of employability and success among workforce education and development (WED) graduates. A quantitative study was conducted through the administration of an online survey to graduates (N = 85) of a WED program located within a midwestern, state university. The survey included demographic questions and a Likert-scale questionnaire consisting of 14 items from Rothwell and Arnold's self-perceived individual employability scales (2007). A principal components analysis was conducted to explore and confirm the related measures. Ordinary least squares regression was used to evaluate the relationship between the graduates' perceptions of their employability and career success and other demographic variables. The results of this study may be useful to public administrators, higher education institutions, WED faculty, human resource development professionals, students, and researchers.

Many organizations, whether private or public, invest extensively in training and development. Such investment in training and development does not guarantee that the organization is perceived as a learning organization. This study examined law enforcement adult educators' (training facilitators') perceptions of their organization promoting learning practices and culture. The theoretical framework guiding this study is based on Watkins and Marsick's framework of learning organization. A total of 29 adult educators were administered the Dimensions of Learning Organization Questionnaire. The results and data revealed that of the 21 items on the questionnaire, 16 (76.2%) means were lower than 3 and the highest mean was 3.41, which suggest the adult educators (instructors) within this training academy do not perceive the organization as one that promotes learning practices and learning culture. Furthermore, as it relates to rank, years of services, and gender, there was no significant difference in their perceptions. (Contains 4 tables.)