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A Time Between: The Full-Time Adult Undergraduate
A Sample Qualitative Research Proposal Written in the APA 6
th
Style
[Note: This sample proposal is based on a composite of past proposals, simulated information
and references, and material I’ve included for illustration purposes – it is based roughly on fairly
standard research proposal; I say roughly because there is no one set way of doing a qualitative
research proposal. Much of its design is based on the nature of the research, your preferences,
and your decisions about how to describe or portray what it is you plan to accomplish. The
material in this document was adopted primarily from a dissertation proposal created by Dr.
Nancy Gadbow. A biography is not included in this sample proposal. To examine ways of
creating references in the APA format and other suggestions for using the APA stylistic guide,
see http://www-distance.syr.edu/apa6th.html or http://www-distance.syr.edu/apa6th.pdf . Roger
Hiemstra]
Introduction
In recent years an increasing number of adult students are on college campuses seeking
undergraduate degrees, filling some of the seats formerly occupied by the traditional, 18-22-year-
old students (Apps, 1981; Cross, 1981; Leckie, 1988). Cross (1981) notes that part-time students
make up the greater part of this increase. Indeed the number of full-time adult students is still
quite small, particularly at four-year colleges and universities. While universities are noticing the
presence of mature adults in their full-time study sequences, the number of adults interested and
available for full-time study is still small (Rauch, 1991, p. 11).
It is this small number of full-time adult undergraduates that interests me, because there is the
distinct possibility that this group will continue to grow in numbers. As the economic picture has
changed dramatically in recent years, the number of adults "available" for full-time study has
also changed. Certainly the increased unemployment figures, as well as the declining job
opportunities available in many regions of the country, have affected this number.
In addition to the loss of a job and the possible need for additional education to obtain new skills,
other factors are present:
the decision to enter the job market and the need to "brush up" or develop new skills
early retirement and the decision to embark on another career
a change in one's life situation (divorce, widowhood), which results in a career decision
and the corresponding need for additional education
increased acceptability for adults, particularly women, to return to school (Apps, 1981).
Reports in the literature and conversations with many adult students confirm that colleges and
universities still have not really come to terms with these older learners. Although some
institutions have added special counseling and orientation programs and have offered varied
course schedules and formats, other important areas have been largely ignored. Since the full-
time adult undergraduate has been considered as a rare phenomenon, the attention has been
centered on part-time students. Therefore, almost none of the support services and structural