A Study Reviewing Motives for Participation and the Postenrollment Transition After Completing A Graduate Degree Program
The Problem: The purpose of this study is to compare the initial leaning objectives to the objectives achieved after completing the degree and to identify the postenrollment transition adults make after completing their degree. Procedures: The author interviewed twenty graduates of a Training and Development graduate degree program. The author asked each participant about his/her initial learning objectives and the objectives achieved after completing the graduate program. The author also asked each participant about his/her postenrollment transition after completing the graduate program. Findings: Twenty participants indicated they met their initial learning objectives and many derived unexpected benefits fiom participating in the graduate degree program. Each individual's postenrollment transition varied depending on the his/her personal situation. Conclusions: Most students meet their initial learning expectations. Upon completing a graduate degree program, some students may derive unexpected benefits. Students experience a wide range of feelings in conjunction with the postenrollment transition associated with graduation. Recommendations: Research should be conducted that surveys participants prior to the learning experience and again after the learning experience has been completed to compare the initial learning objectives to the derived benefits. Likewise, during the postenrollment transition period, the researcher should contact the subject to track the transition over time. Finally, additional research is needed to determine if various demographic variables impact the student's postenrollment transition.
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Green, Lucinda R. (Drake University, 1997-11)Background: Individuals who explain their success and failure experience in the Mastery Oriented attributional pattern of ability and sufficient or insufficient effort, experience pride in their successes, feel they can ...
A Study of the Extent to Which the Instructional Practices of Teachers of Adults Differ from the Instructional Preferences of Adult Learners Enrolled in Postsecondary Credit Courses Wilson, Nancy L. (Drake University, 1994-10)The problem. Most adult education literature supports the collaborative teaching-learning mode as the most effective method when teaching adults. While this andragogical model is accepted by most adult educators, little ...
The Congruence Between Adjunct Faculty Understanding of the Learning Characteristics and Preferred Teaching Methods of the Adult Learner and the Self-reported Learning Characteristics and Preferred Teaching Methods of Adults Enrolled in Post-secondary Institutions Wilson, Nancy L. (Drake University, 1991-06)The problem, The problem which this study investigated was the congruence between the adjunct faculty understanding of the learning characteristics and preferred teaching methods of the adult learner and the self-reported ...