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The self-directed learning of business education leaders: A grounded theory study
Abstract
The purpose of this qualitative study, employing a grounded theory design, was to explore and describe the self-directed learning experiences among business education leaders in a midwestern state. It endeavored to understand how individuals plan and implement learning activities to enhance their professional development to stay abreast of constant changes and remain on the "cutting edge" in the field of business education. Fifteen business education leaders representing a variety of geographical areas, instructional settings, and experiential backgrounds were interviewed. The findings indicated that self-directed learning business education leaders seemed to share six personal qualities which allowed for effective self-directed learning for professional development. These factors interacted within the teachers' personal norms which supported the theory. These six factors included: continually seeking to improve their teaching performance to be the "best"; possessing a holistic view of teaching; seeking out and maintaining a peer support system; receiving the support of their career choices by the significant others in their lives; recognizing that power exists in knowledge; and maintaining a strong sense of professional autonomy. There were many interrelationships between factors that can only be explained when the evidence is viewed as a composite picture of theory. The implications of the research findings related primarily to identification and nurturing of these qualities in graduate programs. There were also implications for reform policy as it impacts the professional development of experienced classroom teachers.
Subject Area
Adult education|Continuing education|Business education
Recommended Citation
Stipp, Deborah Marlane, "The self-directed learning of business education leaders: A grounded theory study" (1997). ETD collection for University of Nebraska-Lincoln. AAI9725136.
https://digitalcommons.unl.edu/dissertations/AAI9725136