Lifelong Learning-Doctoral Studies in Middle Adulthood

This paper shows the educational progression of a “middle-aged” doctoral student as well as the motivation and career track of a high school educator progressing on to collegiate teaching. It also explores the motivation for mid-career change as well as challenges and opportunities that present themselves as unique for the life-long learner. To demonstrate that learning is not a static event, and to demonstrate that doctoral-level study is not limited to recent graduate students in their 20's. Rather, this paper describes how doctoral study for “older” students is a fundamentally different life-experience, even though the academic experience is identical.