| The purpose of this study was to discover whether or not practitioners in adult higher education implement formal theories of adult learning (andragogy, self-directed learning, and transformative learning) in their practice, and if so, how they conceptualize and how they implement them.; To ground the study, the researcher completed a review of the literature on andragogy, self-directed learning, and transformative learning theory. During a two-year period, the researcher conducted an interpretive case study of one adult degree program by collecting qualitative data which included document analysis, observations, and interviews from administrators, faculty, and learners. The researcher identified a program theory of action and then reviewed that in light of the three learning theories.; The program theory of action was found to be comprised of three anchors: elements which contribute to program philosophy and rationale, elements which contribute to the facilitation of learning, and elements which provide learner support. Practitioner theory of action was typically found to support program theory of action, although a priori knowledge of adult learning theory by individual practitioners was not found to be a significant contributor to the implementation of theory in practice. The roles of acculturation and personal experience in the program were found to be a greater influence on practitioner behavior. Conceptualization and implementation of adult learning theory were found to be dependent in large part upon the higher education culture of the supporting university and its emphasis on liberal learning.; Recommendations for the program included development of understanding of adult learning theory by practitioners, identification the contribution that formal theory has made to the program theory of action, and individual faculty development based upon practitioner theory of action. Recommendations for the field included continued research into the practice-theory link and the identification of program theory of action as a tool for understanding and evaluating programs in adult higher education. |
