A study examined why fewer than 4 percent of local unemployed adults enrolled in the Open Door program at Britain's Gloucestershire College of Arts and Technology during 1986-1989. The program allows unemployed adults to enroll in any Gloucestershire local educational agency college. A questionnaire was sent to Open Door students and interviews were conducted with students and staff. Nonparticipants were not contacted. Among the findings were these: (1) students complained of insufficient information about courses upon which to make enrollment decisions; (2) the enrollment process was considered to be confusing, awkward, and time consuming; (3) guidance and counseling were considered marginal services; (4) child care facilities would have resulted in fewer dropouts; (5) staff training in the use of active student participation methods and opportunities for incidental learning should be made available; and (6) the assessment of student gains should include aspects of social and personal development. As did the earlier study upon which it was based, the study called for the development of a range of indicators, broader than value for money, that collectively measure educational quality and can be used as tools of good management. (The document includes recommendations concerning performance indicators, institutional management, and making applied research an integral part of the educational delivery system at colleges.) (CML)