Running head: ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography
Name
University
Date
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Ethel Chung, D. T.-H. (2017, March). Differences in resilience between ‘traditional’ and ‘non-
traditional’ university students. Retrieved from Researchgate:
https://www.researchgate.net/publication/316192778_Differences_in_resilience_between
_'traditional'_and_'non-traditional'_university_students

This research article depicts the difference in resilience between both traditional and non-

traditional university students'.The topic has been highlighted due to the need to focus on the

resilience of non-traditional students. This research will be very useful to highlight all the

challenges connected with those students coming from humble and understated

background i.e. non-traditional students because the resilience of such students are not yet

being focused on. This qualitative research was undertaken to compare traditional and non-

traditional university students following the resilience paradigm. Considering the increasing

diversity in university student demographics, there has been a long-standing concern in how

socio-demographic influences can affect the perception and progress of universities. The

researcher completed an online mental health survey of first-year students with a structured

measure of endurance, demographic concerns, and an item addressing the 'non-traditional' view

of students themselves. This qualitative research found that students who perceived them to be

'non-traditional' had substantially greater resilience relative to self-identified 'traditional students'

in facets of life, including age, job, and parental responsibilities. However, the rate of the

resilience of students in other contexts (e.g. family wealth, cultural background) who perceived

them to be 'non-traditional' did not vary substantially from 'traditional' students. The results

suggest that experiences in life generally associated with becoming a university graduate,

including working and becoming a caregiver, will lead to greater resilience. Consequences were

explored in regards to experience and future research. Future areas of focus will be to self-
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report interventions, behavior, or third-party resilience actions to examine wider

viewpoints on human resilience and attributes of students.

Caruth, G. D. (2014, December). Meeting the Needs of Older Students in Higher Education.
Retrieved from PER: https://files.eric.ed.gov/fulltext/ED552755.pdf

The aim of this paper is to review the literature on andragogy in higher education in

order to decide if higher education departments are prepared to serve this segment of

nontraditional students. Findings suggest that adult learners studying in universities and colleges

courses have risen dramatically, higher education is not doing the job required to educate mature

students effectively, adults must be trained anagogically, andragogy is not used in higher

education schools, and it is important for colleges and universities to train andragogically for

educating adult students. Amid its 40-year tradition of being regarded as the dominant paradigm

of adult learning, inadequate analytical study was done on andragogy. This particular

Predictive research will be very useful when the impacts of andragogic activities on

learning and satisfaction level of students’ outcomes are observed. This article clearly

specifies that the percentage of students 25 years and older registering in higher education in the

last 50 years, has been escalated. The researcher then asks the question of, higher education

doing enough to brace for this development? for grown-ups because it is very significant to

observe if universities or colleges are prepared enough to handle this age group. However, it is

exciting to provide better validity of andragogy in higher education with validated and accurate

instruments available to measure the structures of andragogy. The future focus of the study

should be to conduct pedagogical research that focuses mainly on developing

characteristics of empathy and mutual benefit to grow in the field of adult education. Gail,
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(2014) recommends including courses on andragogy as a section of prospective managers'

masters and doctoral curricula.