The purpose of this study was to illustrate an understanding of the nontraditional graduate student experience in the Metro Campus MBA and MPA programs. This study posed the following questions: (1) Why do some nontraditional students pursue MBA or MPA degrees? (2) How well are MBA and MPA programs designed to serve the students? (3) How do nontraditional students interact with their classmates, faculty, and program administrators? (4) How does an urban campus serve the nontraditional students? (5) How are prospective students able to pursue and complete the degrees successfully? A qualitative case study was conducted to examine policies, procedures, initiatives, and issues which might support or hinder nontraditional graduate students' program progress.

The researcher generated narrative data from interviews with MBA and MPA nontraditional graduate students, faculty, and program/campus administrators, as well as by reviewing institutional documents. The researcher also observed classroom interactions for supplemental data. The study employed the New Public Management (NPM) paradigm as a theoretical lens, and three theoretical propositions (customer orientation, public entrepreneurship, and public accountability) were developed to conduct the data analysis. The concept of institutional accessibility was used to assess how well the MBA and MPA programs at the Metro Campus served their students in terms of geographical access, admission and program requirements, financial affordability, course and program availability, teaching and mentoring, and support services.

The majority of Metro Campus MBA and MPA students pursued their degrees while balancing work, family, and other personal obligations. A wide range of student characteristics were represented in the programs. Yet, few ethnic minority students were observed in the programs. The MBA and MPA programs utilized business values and techniques to accommodate the needs and interests nontraditional graduate students. The programs achieved public accountability by charging a reasonable cost, maintaining their reputation, and satisfying their students, which made the MBA and MPA degrees more accessible for people who could afford the cost. However, financial affordability, mentoring, and support services were overlooked, which can adversely affect underrepresented groups. A conceptual model was developed to describe the delivery of professional graduate education at public higher education institutions.