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How do we keep from falling off the looming demographic cliff? The answer lies in meeting the needs of adult learners. 

Starting in 2032, Utah will experience a decline in the traditional college-aged population that will last more than a decade, according to a recent . Currently, 32% of 91¶ÌÊÓƵ’s degree-seeking student population is made up of students aged 25+ (adult learners). Nationwide, adult learners already make up 42% of higher education revenue, according to a . With fewer 18-24 year olds, that share will only climb.

We have to take into account the lives and considerations of adult learners in particular. By and large, adult learners are focused on return on investment, time to completion and flexibility. 

Our strategy for adult learners, then, must revolve around cost, convenience and a clear pathway. Here’s what that looks like:

We will reach many adult learners through their employers. If adult learners want ROI, workforce alignment with our educational programs is vital. One way to figure out that alignment is to go to businesses and northern Utah linchpins such as Hill Air Force Base and ask a question: What do you need? From that conversation, we can tailor our education to the skills that employers with high-demand jobs are looking for. 91¶ÌÊÓƵ has been recognized for its strong ROI, having led the list of Utah institutions for 10-year net present value in a 2023 91¶ÌÊÓƵ Utah Foundation study. We could make that return more personal, though, by clearly outlining which skills from which degrees lead to which payoffs in which industries.

Even now, we’re making strides toward that goal. Our majors pages now include a Lightcast widget that shows what careers are aligned with 91¶ÌÊÓƵ programs, the median salary for those careers and top skills required. We must be proactive in getting that information out into the public through various communication channels.

Another piece of the adult learner puzzle comes from educational packaging. Smaller credentials, such as certificates, can provide more immediate benefits for our working and adult learner population. Students with these stackable credentials might exit the university for a time to put a certificate to immediate use, but the door remains open for further education. We must think in terms of onramps and offramps, where students can enter and exit the educational environment throughout their lives.

When it comes to our future, think of a pluggable, stackable education that consists of traditional offerings such as for-credit courses and degrees alongside smaller credentials that count for credit and less traditional offerings such as credit for prior learning and prior learning assessment. Ultimately, this means more access for students and empowering them to build their own education. We call this way of constructing education “the cube,” and you can catch the vision from our . Whether students want to earn smaller credentials on their way to a degree or return to add a smaller educational credential on top of a degree, the cube provides an institutional vision.

Whether students want to earn smaller credentials on their way to a degree or return to add a smaller educational credential on top of a degree, the cube provides an institutional vision.

These different educational offerings will play an important role in attracting a particular subset of the adult learner population: Some College, No Credential (SCNC). National data from in 2021 showed that 32 percent of respondents said they initially left their institution because of personal/family issues. Another 24% cited money issues.

Addressing personal/family issues will come, in part, from flexibility. More asynchronous online offerings can assist students when life happens and a greater level of flexibility is needed. Another factor will be student support outside of the classroom. What would the ideal remote/asynchronous student advising look like? How do we offer more mental health services remotely? How can we provide career coaching in new and different ways?

If 24% of disengaged students left higher education because of financial issues, 91¶ÌÊÓƵ must continue to keep things affordable. Yes, tuition rates and financial aid play a role and so will certificates, microcredentials and partnerships with business and industry. Through these methods, Weber State can provide a good reason for SCNC students to return to school and entice more of the 25+ population overall, catering to their needs and desires.

One more thing, though: At Weber State, many of our traditional students have some of the same life circumstances as 25+ students. A few of us have taken to calling all students with major life demands “complex learners.” They have jobs, families and other obligations that make school an important focus, but not the focus of their lives. By more intentionally considering our 25+ students, we make a better future for all of our students and our institution.