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Article Type

Professional Proficiency

Article Abstract

Related Issue:

This single case study of qualitative design examined how enrollment management (EM) leaders’ views and perceptions about adult learners influence the student-profile prioritization and the development of strategic enrollment management goals and how this process is intersected and or influenced by the undergraduate college experience and leadership styles of EM leaders.

Author(s)

Richard Gonzalez, Ed.D., is the Assistant Commissioner for
Adult Learner Access with the Utah System of Higher Education and previously
served in various roles within student services at Utah State University. He
has an M.B.A. from Utah State University and an Ed.D. in Education,
Leadership, and Policy from The University of Utah. Dr. Gonzalez earned all
this higher education as an adult learner starting with remedial courses in
2010 after being laid off. He serves as Board President of the Utah Jump$tart
Coalition, a financial literacy education organization for youth; he was also
selected as a member of the national advisory committee for the National
College Attainment Network (NCAN), which supports underrepresented students to
excel through higher education. The intersectionality of identities, which
include first-gen college student, low-income upbringing, son of immigrant
parents, alternative high school graduate, and adult learner, inform his
perspective as a higher education professional and researcher. His research
interests are mostly focused on adult learners and enrollment management
practices. His personal and professional journey uniquely positions him to
contribute to the study’s narrative and research questions.

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