|Andragogy and a professional M.B.A. program|
Uploaded by: Pocket Masters
Pockets: Gottesman Libraries Archive, Historical Dissertations
Tags: administration, Business education, California, Case Studies, Continuing education centers, educational psychology, Graduate work, Master of business administrat, Study and teaching (Higher), Universities and colleges
ANDRAGOGY AND THE PROFESSIONAL M.B.A.
A case study utilizing qualitative research methodology was conducted with one Professional M.B.A. program serving as the focus of the study. The research sought to determine the extent to which the current practice and perception of key personnel represent selected principles of andragogy. For this study the principles of andragogy that emerged from an intensive collaborative review of the literature were the principles of: Mutual Respect; Collaboration; Experience as a Resource; Problem Posing, and; Action-Oriented.
Specifically the case study examined the perceptions of key personnel of the Professional M.B.A. program regarding:
l. Knowledge of Andragogy;
2. Experience with Andragogy;
3. Attitudes toward Andragogy;
4. Orientation to Andragogy, and;
5. Issues and Problems with Andragogy.
Given the dimension and scope of the research project, the case study was chosen as the primary data collection strategy. Data collection was accomplished utilizing document analysis, interview, critical incident, and observation methodologies. Data were collected in order to gain an understanding of the perceptions of individuals closely connected to the Professional M.B.A. program under study.
The case study results in conclusions and makes recommendations for:
1. The Professional M.B.A. program studied;
2. The Field of Adult and Continuing Education, and;
3. Future researchers.
It was concluded that the Principles of Andragogy selected for this study do not constitute the framework from which the Professional M.B.A. program operates and that considerable variation existed for each of the study questions. The principles of Mutual Respect, Collaboration, and Experience as a Resource were utilized more often than the principles of Problem Posing and Action-Oriented, it was further concluded that the term principle is itself problematic and value-laden. Of the five principles studied Mutual Respect was the only principle that seemed to be universally accepted as important and was almost always reflected in practice. Collaboration, Experience as a Resource, and Action-Oriented were widely acknowledged to be important but examples were found where they were disregarded without damaging the educational experience in the eyes of either the learners or the facilitators. Problem Posing was seen as irrelevant to the educational process by many of the key personnel interviewed.