Doctor of Philosophy, University of Toledo, 2023, Higher Education

This quantitative study explored the intricate landscape of marketing strategies influencing adult learners' satisfaction with their decisions to enroll in community colleges. Using survey research design, this study illuminated significant insights into the multifaceted world of higher education marketing, particularly in the context of community colleges. By employing a robust methodology and comprehensive analysis, this study provided valuable implications for both theoretical advancements and practical applications within the field of higher education marketing. The study utilized the 7P marketing mix theoretical framework and a wide array of demographic and promotional marketing variables to understand the complex landscape of adult learner enrollment. The research questions delved into various aspects, including the role of promotional marketing strategies, value factors, ways of gathering information, and their correlation with adult learners' satisfaction with their enrollment decisions. The study made several significant findings. Firstly, the study highlighted the pivotal role of electronic communication methods such as email and text messages, alongside word-of-mouth recommendations, in influencing adult learners. These findings underline the importance of targeted, digital marketing strategies for community colleges. Additionally, the research shed light on the significance of interpersonal experiences, emphasizing the value of one-on-one meetings and in-person events in adult learners' decision-making processes. The study also unveiled gender-based disparities in satisfaction levels, with female adult learners exhibiting notably higher satisfaction rates than their male counterparts. This gender-specific variation emphasized the need for tailored, gender-focused marketing approaches to enhance satisfaction levels effectively. The research identified a combination of six key predictors that significantly influenced adult learners' enrollment decisions in (open full item for complete abstract)

Committee: Snejana Slantcheva-Durst (Committee Chair); Vicky Wood (Committee Member); Michael Mallin (Committee Member); Ron Opp (Committee Member) Subjects: Adult Education; Higher Education; Higher Education Administration; Marketing

Doctor of Philosophy (Ph.D.), University of Dayton, 2023, Educational Leadership

As fewer recent high school graduates apply to four-year colleges, Catholic postsecondary institutions like other types of higher education institutions will need to expand their reach into new or previously under-realized markets by recruiting a more diverse pool of potential undergraduate students, including those who are considered adult learners. Understanding how adult learners engage with peers, faculty, and the Catholic postsecondary environment is a critical step in expanding outreach to potential adult students. Using data from the 2019 administration of the National Survey of Student Engagement (NSSE) Senior Survey, this quantitative ex post facto correlational study sought to determine whether and how levels of engagement in educationally purposeful activities predict self-reported learning gains among adult undergraduates at Catholic postsecondary institutions. Results showed that adult learners hold many characteristics distinguishing them from younger peers and that they engage differently with faculty, peers, and the college environment. Regression analyses showed that certain engagement indicators may predict self-reported learning gains in solving complex real-world problems, interacting with individuals from backgrounds different than one's own, and gaining work-related knowledge or skills. Scholars and practitioners at Catholic postsecondary institutions should consider these findings as they seek ways to recruit and educate adult learners from diverse backgrounds.

Committee: Mary Ziskin PhD (Advisor); Meredith Wronowski PhD (Committee Member); Danielle Poe PhD (Committee Member); Kevin Kelly PhD (Committee Member) Subjects: Adult Education; Higher Education; Higher Education Administration

Doctor of Education , University of Dayton, 2023, Educational Administration

The Education Center serves many adult learners that have the goal of receiving their high school equivalency. Adult learners face many barriers when pursuing this goal. The research in adult education focuses on the barriers that learners face and what drives them to succeed. There is limited research on what learners' perception of knowledge is. This study was conducted utilizing five case studies to explore learners' lived experiences and how those experiences affected their perceptions of knowledge. Findings showed that the barriers and motivations that they experienced affected how they perceived what success was and that the organization and its instructors need to take into consideration all individual learners experiences, barriers, and motivations to create individualized learning plans. An action plan was created to guide the organization towards creating an equitable learning environment and to improve success rates for all learners.

Committee: Davin Carr-Chellman (Committee Chair); Carol Rogers-Shaw (Committee Member); Darnell Bradley (Committee Member) Subjects: Adult Education; Education Philosophy; Education Policy; Educational Leadership; Educational Theory; Organization Theory

Doctor of Business Administration (D.B.A.), Franklin University, 2021, Business Administration

Retaining students through degree completion is a challenge for community colleges, with nontraditional, adult students being retained at a lower rate than their traditional counterparts. Though student engagement is recognized as an effective strategy for retaining students, there is a gap in research on how effective these strategies are for retaining adult learners at community colleges. The purpose of this study was to examine the relationship between student engagement and student retention of adult learners at community colleges. This study used secondary data from the Community College Survey of Student Engagement (CCSSE). Was there a significant relationship between the five CCSSE student engagement benchmarks (active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners) and retention? The population for this study was 26,326 adult students (25 and older) from the 2019 CCSSE cohort who were credential seeking at a community college (participants from 588 colleges in 46 states). Binary logistic regression was used to determine if there was a statistically significant relationship between each student engagement benchmark and student retention. This study confirmed a positive relationship between student engagement of adult learners at community colleges and student retention. Individually, each of the CCSSE benchmarks increased the likelihood of student retention. As a combined model, academic challenge and support for learners were the only significant benchmarks. This research confirmed that student engagement strategies are beneficial for adult learners at community colleges.

Committee: Blake Renner EdD (Committee Chair); Matthew Barclay PhD (Committee Member); Brock Schroeder PhD (Committee Member) Subjects: Adult Education; Community Colleges

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2010, English (Rhetoric and Writing)

Because a gap in scholarly literature exists concerning the adult learner in the online writing course, I researched the effects of the online learning environment on adult learners in an online intermediate writing course offered through the Adult Learner Services Program at Bowling Green State University. This dissertation argues that online writing courses would better serve adult learners with a learner-centered, community-based online learning course format with educators trained in effective online writing and adult learner pedagogies. Findings in this dissertation are based on qualitative and quantitative data collected from adult learners in three online English 207 Intermediate Writing courses and from my and a subsequent instructor's observations of our online English 207 Intermediate Writing courses. In my analysis, I examine the issues for instructors teaching online writing courses for adult learners, which includes the lack of educational preparation for online and adult learning, the implications of previous experiences teaching face-to-face and online courses, the challenges of responsibilities and roles as instructors and as administrators, the expectations of adult learners, and the pedagogy of online course design, online discussions, time constraints, and retention of students. Further analysis of these findings addresses the challenges confronting those adult learners in the online writing course including issues arising from previous educational and technological experiences, course design, pedagogy, interactions, time commitments, and the online learning environment. I propose that online writing courses seek a quality designation through a collegiate-based peer review process. Furthermore, online course design and pedagogy for writing courses should ascribe to professional and organizational guidelines for best practices. Similarly, online instructors need to seek educational preparation through their universities and professional organizati (open full item for complete abstract)

Committee: Kristine Blair PhD (Committee Chair); Mary Natvig PhD (Committee Member); Gary Heba PhD (Committee Member); Richard Gebhardt PhD (Committee Member) Subjects: Adult Education; Composition; Continuing Education; Education; Teacher Education; Teaching

Master of Arts (M.A.), University of Dayton, 2024, English

While some resources exist to support adult English language learning in Dayton, Ohio, many immigrants and asylum seekers are prevented from accessing language classes due to barriers of scheduling, transportation, and childcare. This prevents the city of Dayton from incorporating the skills and strengths of its members not fully integrated into the community. In this study, the researcher takes a holistic and assets-based approach to adult English Language Learning (ELL). A tutoring, classroom hybrid English program was implemented to support the large Hispanic/Latinx population at Immaculate Conception Church, in partnership with Brunner Literacy Center. To mitigate barriers of scheduling, transportation, and childcare, the program was scheduled immediately after the well-attended Spanish worship service each Sunday morning, while a children's program took place simultaneously. Attendance increased over the course of the program from about 20 to 30 learners weekly. Volunteers reported feeling supported and satisfied with their volunteer experiences. Learners reported positive relationships with their tutors and an increase in confidence in their ability to speak English.

Committee: Jennifer Haan (Advisor); Colleen Gallagher (Committee Member); Stacie Covington (Committee Member) Subjects: Adult Education; Education; Educational Sociology; Educational Theory; English As A Second Language

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2023, International Institute for Innovative Instruction

Despite an extensive amount of research examining students' perceptions of alternative laboratory experiences, little focus has been aimed at the perceptions of adult learners. This two-phase mixed-methods study investigated the preferred at-home laboratory experience, and the factors that played a significant role in the user experiences, of adult learners in an online, undergraduate science course. A modified version of Brooke's (1996) System Usability Scale (SUS) was utilized in Phase I (quasi-experimental crossover phase); students self-selected between an at-home hands-on (AHHO) and virtual (VL) laboratory experience in Phase II. The SUS is a normed, validated, product-agnostic questionnaire that measures the quality of the user experience based on factors that support adult learners' needs (effectiveness, efficiency, engagement, error tolerance, ease of use, and self-efficacy). Both phases showed no significant difference in preference for the AHHO or VL experience; and both the quantitative and qualitative strands showed that effectiveness, engagement, and ease of use were the most important factors for a good laboratory experience. The findings imply that the laboratory medium (AHHO or VL) is not as important to adult learners as the clarity of the laboratory instructions and the usability of the laboratory materials; and that a blend of AHHO and VL experiences would be the most beneficial to learners. Moreover, as the self-selection and crossover data arrived at the same conclusion, the modified SUS proved to be an effective instrument to measure the perceived usability, its sub-factors, and the quality of the user experience for laboratory experiments.

Committee: Valerie Storey (Committee Chair); Patrick Bennett (Committee Member); Bora Pajo (Committee Member) Subjects: Adult Education; Curriculum Development; Education; Higher Education; Science Education

Doctor of Education (Ed.D.), University of Findlay, 2020, Education

Limited research has been conducted on culturally responsive teaching (CRT) and college level English Language Learners (ELLs). The purpose of this mixed methods study was to explore the perceptions and practices of CRT among college level English as a Second Language (ESL) instructors. Two questions guided the multi-case study: 1) What are college level ESL instructor's understandings of culturally responsive teaching; and 2) How do college level ESL instructors use culturally responsive teaching practices in their classes? Data was collected from three college level ESL instructors, working in university Intensive English Programs (IEPs), through non-participant classroom observations and semi-structured interviews. Four themes emerged from the data: creating a classroom community, not pushing the American way, unbiased treatment of cultures, and preparation for a culturally responsive classroom with the subthemes of asking questions, listening to students, and researching backgrounds. Additionally, the study examined the frequency of the 17 CRT practices created by Rhodes (2013) used and compared that to the instructors' perceptions of use. Lastly, the study investigated the practices describe as the most important to the instructors' teaching.

Committee: Allison Baer (Committee Chair) Subjects: Adult Education; English As A Second Language

Doctor of Philosophy in Urban Education, Cleveland State University, 2019, College of Education and Human Services

Persistence to graduation for adult undergraduate students has been challenging for decades. Many adult learners enroll into the university with numerous sociodemographic characteristics that can hinder their success. Adult students must manage multiple roles and balance their personal, professional and student roles in order to succeed. Twenty-eight percent of first year undergraduate students will not return to college in their second year (American College Testing, 2012). The purpose of this study is to examine the relationship between self-efficacy, academic success and persistence for undergraduate students through the lens of Donaldson & Graham's (1999) model of college outcomes for adult learners. The sample for this study represented 310 undergraduate students from two large urban public universities in the United States. This study measured the students' level of self-efficacy and academic persistence in college. The following surveys were employed for this study: the New General Self-Efficacy Scale (Chen, Gully and Eden, 2001) and the Social Integration and Persistence Scale (Pascarella & Terenzini, 1980). Because this survey is nearly 40-years old, the researcher employed an exploratory factor analysis on the data which now suggest that there are six factors that measure academic persistence for adult learners in urban universities. These six factors include: (1) intellectual development, (2) peer group interaction, (3) non-classroom faculty interaction, (4) negative faculty interaction, (5) academic aspirations, and (6) university interconnectedness. This study suggests a significant positive correlation between five of the six factors, with exception to the factor: interconnectedness to the university. The findings suggest that there is a significant correlation between self-efficacy and undergraduate credit hours earned, but no significant correlation between self-efficacy and cumulative grade point average. The findings suggest that there is a posi (open full item for complete abstract)

Committee: Jonathan Messemer Ed.D. (Committee Chair); Anne Galletta Ph.D. (Committee Member); Catherine Hansman Ed.D. (Committee Member); Mittie Davis Jones Ph.D. (Committee Member) Subjects: Education

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to examine adult developmental mathematics (ADM) students' knowledge of fraction addition and subtraction as it relates to their demonstrated fraction schemes and ability to disembed in multiplicative contexts with whole numbers. The study was conducted using a mixed methods sequential explanatory design. In the first phase, 72 developmental mathematics students took a written assessment containing disembedding, fraction scheme, and fraction addition/subtraction items. Based upon the results of the assessment, three individuals from the first phase were selected to participate in one-on-one clinical interviews. These interviews were aimed at identifying and describing the cognitive processes underlying the participants' performance on the written assessment items. Results from the quantitative phase indicated statistically significant moderate correlations between disembedding in multiplicative contexts, demonstrated fraction schemes, and fraction addition/subtraction. Moreover, regression analysis revealed that age, fraction schemes score, disembedding score, and number of repeated mathematics courses were all significant predictors of a participant's fraction addition/subtraction score. Analysis of the clinical interviews revealed that norming and the equi-partitioning scheme play an important role in ADM learners' conceptions of fractions. This study quantitatively measured the relationship between disembedding, fraction schemes, and fraction addition/subtraction, which has been hypothesized in prior qualitative research. The results also have important instructional implications. Instructors of ADM courses should use the results of this study as an indication of the importance of determining their students' existing schemes and providing them with opportunities to engage in actions associated with higher-level schemes.

Committee: Karl Kosko (Committee Co-Chair); Joanne Caniglia (Committee Co-Chair); Jay Jahangiri (Committee Member) Subjects: Adult Education; Education; Higher Education; Mathematics; Mathematics Education

Doctor of Philosophy, Case Western Reserve University, 2016, Music Education

The purpose of this qualitative descriptive research was to determine the self-reported attitudes and practices of music instructors in Kuwait regarding adult music learners. Of central importance to this investigation was how instructors approach adult music education in terms of preparation, goal-making, materials, and evaluation. Participants included 14 university faculty members from one music department in a high-population urban setting in the state of Kuwait. The research questions that guided the study included: (a) How do music instructors in Kuwait prepare for becoming teachers of adult music learners? (b) What are instructors' goals in teaching adult music learners in Kuwait? (c) What are instructors' chosen materials for adult music students in Kuwait? and (d) How do instructors in Kuwait approach evaluating their students as well as themselves? Data were gathered through a self-reported open-ended questionnaire that was developed by the researcher. Findings indicated that participants supported formal education opportunities for teachers, such as seminars and workshops. Teachers claimed that they wanted to see their students develop an appreciation for music, remain motivated, and become professional musicians. The participants used numerous resource materials for instruction, including materials designed specifically for adult music learners as well as teacher-modified materials. The educators also employed a variety of formal and informal evaluations such as tests and live feedback. Implications include implementing lifelong music making teaching practices in Kuwaiti music education, enhancing teaching practices and evaluation methods, improving the student-teacher relationship, and understanding adult music learners' characteristics and their previous experience.

Committee: Nathan Kruse Dr (Committee Chair); Kathleen Horvath Dr (Committee Member); Matthew Garrett Dr (Committee Member); Denise Davis Dr (Committee Member) Subjects: Adult Education; Music; Music Education

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The ability to understand and utilize statistics concepts and techniques is paramount in today's data-rich society. However, research suggests widespread difficulties and misconceptions as well as prevalent affective challenges, such as anxiety and lack of confidence, in the learning of basic statistics concepts at all levels of education. The purpose of this study was to document the experience of incorporating concept mapping as a learning tool to augment the learning of students in an undergraduate introductory statistics course in an adult learning setting. The study explored students' experiences with concept mapping as a learning tool and examined the impact of this use of concept mapping on student perception by addressing the following questions: (a) How do students experience the learning of introductory statistical concepts through the use of concept mapping? (b) How do students in an introductory statistics course perceive the impact of their use of concept mapping on their ability to relate and apply important statistical concepts? Case study methodology was followed and data included observations, interviews, documents, questionnaires, and reflective journals. These data were analyzed in order to produce a detailed narrative describing the participants' experiences and perceptions regarding the impact of concept mapping on the learning of basic statistics concepts and to illuminate meaningful patterns from the participants' perspectives and experiences. Findings suggest students have mixed experiences with the use of concept mapping, and they felt their ability to integrate statistical concepts was enhanced through concept map use, but not their ability to apply concepts for problem-solving.

Committee: William Kist Ph.D. (Committee Co-Chair); Karl Kosko Ph.D. (Committee Co-Chair); Evgenia Soprunova Ph.D. (Committee Member) Subjects: Adult Education; Education; Mathematics Education; Statistics

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Using a constructivist paradigm, the purpose of this qualitative case study was to examine what helps or hinders adult students to learn ratio and proportion when the topic is not the central focus of the mathematics course. This was of interest as there was a lack of scholarly research and literature on adult learners' understanding of ratio, proportions and proportional reasoning. Further, this study tied theory to educational practice in mathematics education by providing a model of authentic investigative activities that can be used in an IT or seated mathematics classroom. Through a case study approach, four diverse adult learners from a 7 week IT finite mathematics class, required in a degree completion program, were asked to complete a pre-test questionnaire on ratio/proportion and attitudes, watch authentic investigative activities and then complete a post-test questionnaire on ratio and proportion and attitudes. Document analysis, interviews and observations were conducted to determine if their mathematical thinking and attitudes were impacted by the videos and supporting materials. Three theoretical frameworks structured this study: Lamon's seminal theories on rational numbers and proportional reasoning, Ben-Chaim's theory on the implementation of authentic investigative activities to adult learners, and Lesh's theory on representations and translations. Because this study focused on adult learners, the discussion of the results was organized to reflect the three major components that form and construct adult numeracy: context, content, and cognition and affect. Each one of these components was impacted positively by the implementation of the authentic investigative activities on ratio and proportion.

Committee: Joanne Caniglia PHD (Committee Chair) Subjects: Adult Education; Education; Educational Theory; Mathematics; Mathematics Education; Pedagogy; Teacher Education; Teaching; Technology

PhD, University of Cincinnati, 2013, Education, Criminal Justice, and Human Services: Educational Studies

This study explored the experience of Black female adult learners and how spirituality influenced their academic journeys. Research concerning Black female adult learners in higher education is ostensibly partial. These data offered an extended understanding of Black female adult learners' academic experiences, while also investigating common reasons for attending school and expounding upon the connection between spirituality and academic survival. Womanist theory and the outsider within concept framed this work. This qualitative study used narrative inquiry and autoethnographic design. Semi-structured interviews were used to collect the stories of Black female adult learners' academic experiences from a spiritual perspective in an effort to unveil how they maneuvered through the educational system. The results were five oral presentations of Black female adult learners including the author written as testimonial narratives. The findings may prove beneficial to the Student Affairs profession as well as the fields of Psychology, Social Foundations in Education, African-American Studies, Women Studies, and Theology.

Committee: Vanessa Allen-brown Ph.D. (Committee Chair); Bleuzette Marshall Ph.D. (Committee Member); Lanthan Camblin Ph.D. (Committee Member); Stephen Sunderland Ph.D. (Committee Member) Subjects: Higher Education

EdD, University of Cincinnati, 2004, Education : Educational Foundations

This study draws on the experiences of one population of distance learners, comprised of adult women, enrolled in a distance learning program in the context of a Midwest dual-mode higher education institution to better understand the impact of student support on their distance learning experience. While limited to a specific institutional context and distance education program, this systematic examination of support service needs of adult distance learners represents a practical application of literature and contributes to and confirms the work of others. By and large, the 28 support services and assistance provided were important to this population of learners. These services fall within six functional categories identified in the literature as important supports for distance learners: recruitment and enrollment services, academic support, educational materials and resources, community development, financial services, and technical support. One conclusion drawn from this study is that these areas provide a good starting point for any distance education program interested in designing ways to support distance learners. That is, even in the context of specialized programs and groups of learners, there are some basic similarities that can be adapted and modified particular to the institutional context and learners. However, even within a distance learning program designed to meet the needs of one population of learners, there is much diversity in terms of learner dispositional and situational circumstances that impact their support needs. Therefore, the institution must be prepared to provide a range of student support throughout the distance learner's experience. The manner in which support services were provided was a major factor in students' perceptions of effective support assistance. Providing timely and accurate information, providing assistance that is responsive to the individual needs of the learners, and building a sense of community to overcome feelings of (open full item for complete abstract)

Committee: Dr. Daniel D. Wheeler (Advisor) Subjects:

PHD, Kent State University, 2008, College of Education, Health, and Human Services / Department of Educational Foundations and Special Services

This mixed methods research study used a natural inquiry approach to investigate the effects of previous life experience on learning in nontraditional nursing students. A moderate, positive correlation suggested that academic ability was related to theory course grades without regard to the amount of previous life experience. The theme of Dimensions of Role Transition contained interpersonal and intrapersonal changes in relationships with peers, faculty, patients and within themselves. Strong caring feelings, high personal expectations, reality shock and personal conflict were components of the nontraditional students' transition to nursing. The instrumental role of the faculty was a recurring theme in the student's ability to adapt or reconcile their life experiences with learning in the classroom and clinical experience. The theme of Cognitive Restructuring identified knowledge conflict, cognitive resistance, and affective qualities as aspects of the integration of new knowledge into existing cognitive structures. Nontraditional nursing students bring a lifetime of previous life experience which can be a rich avenue for faculty to support knowledge acquisition and conceptual change. These students have unique responses to learning which should to be identified and understood by faculty in order to foster their educational development.

Committee: Averil Mcclelland PhD (Committee Co-Chair); Christopher Was PhD (Committee Co-Chair) Subjects: Educational Psychology

Doctor of Philosophy in Urban Education, Cleveland State University, 2012, College of Education and Human Services

Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as learning styles on the efficacy of virtual leadership development training. In this quantitative study, participants (n=349) completed electronic versions of both the Power and Influence Tactics Scale (POINTS) and the Kolb Learning Styles Instrument (KLSI). Results of participant scores for both instruments were compared with scores from a virtual leadership simulation. Performance within a virtual leadership simulation was not found to be significantly impacted by diverse learning styles, indicating that virtual simulations can be effective for adult learners with any learning style. Statistically significant correlations were found between all seven conflict management tactics and key virtual leadership simulation scores, indicating that virtual leadership simulations can be effective tools for practicing multiple conflict management tactics. Experiential learning techniques are becoming commonplace and the use of technology is growing within the field of adult and leadership education. This study elucidates the effectiveness of new technologies such as virtual simulations as tools for leadership development. This study contributes to leadership education best practices by exploring the effectiveness of virtual simulations as a method for training leaders that will allow educators to incorporate emerging best practices into their repertoire of methodologies.

Committee: Catherine Monaghan PhD (Committee Chair); Jonathan Messemer EdD (Committee Member); Catherine Hansman EdD (Committee Member); Selma Vonderwell PhD (Committee Member); Sanda Kaufmann PhD (Committee Member) Subjects: Adult Education

Master of Education (MEd), Bowling Green State University, 2008, Career and Technology Education/Technology

This research was conducted to determine the difficulties faced by adult students in a Midwest community college as they reenter a formal learning environment, after being absent from an educational setting for a period of time. The intention was to identify the obstacles, and fears encountered by adult students and use this information to assist instructors, faculty and administration to better serve adult students. To complete this study, a demographic survey was initially distributed to all students enrolled at Terra Community College (TCC). Based on the survey responses, individuals were chosen and invited to participate in a one on one interview. The majority of participants agreed that time management was the biggest obstruction as adult students. Many adult students have a difficult time balancing their various outside responsibilities with school work. Recommendations for working with adult students and suggestions for further study are offered. Appendices include survey and interview questions, email correspondence to students, letters of participation to students, budget, and calendar of events

Committee: Terry Herman PhD (Committee Chair); Gary Benjamin PhD (Committee Member); Kathy Hoff PhD (Committee Member) Subjects: Adult Education

Ph.D., Antioch University, 2009, Leadership and Change

Master's education in the social sciences provides a unique opportunity for students and teachers. Students often bring extensive professional and life experience to the classroom, as well as clarity regarding their academic goals. Professors who teach on the master's level are distinctly committed to the teaching mission and see their students' experience as valuable to their own growth as teachers and to the ongoing development and vitality of their academic programs. The purpose of this study is to explore what goes on in relational practice between master's students and professors. Ten matched pairs of recent alumni and professors (from six different schools) were interviewed. Participants reflected on their relationships while the student was enrolled in the master's program, and the evolution of their relationships in the alumni context. Grounded theory dimensional analysis was employed to analyze the interview data. Six dimensions each emerged from the professor and student data respectively. The professor dimensions are: Orienting, Self-organizing, Valuing, Advancing, Bounding, and Regenerating. The student dimensions are: Engaging, Navigating, Developing, Connecting, Reconstructing, and Collaborating. The professors' Regenerating and the students' Reconstructing are the core dimensions. A combined exploration of the professor and student dimensional analyses surfaced six theoretical propositions: energizing the relationship, teaching and learning are bidirectional, difference is potential, asymmetrical primacy, working close to the boundaries, and the connection paradox. This study draws from literature in the following domains: relational cultural theory, positive psychology, positive work relationships, mentoring, adult development, and adult learning. The wisdom of these literatures combined with the findings of this study, provide a deep consideration of the relational space and experience of master's students and professors, exploring elements such as (open full item for complete abstract)

Committee: Elizabeth Holloway PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Elaine Gale PhD (Committee Member); Joyce Fletcher PhD (Committee Member) Subjects: Adult Education; Education; Educational Psychology; Higher Education; Psychology; Teacher Education; Teaching