An Autoethnograpy of a Baby Boomer in Higher Education: Challenges and Catalysts for Change

Autor/in	Finlan, Deborra
Titel	An Autoethnograpy of a Baby Boomer in Higher Education: Challenges and Catalysts for Change
Quelle	(2022), (287 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of the Incarnate Word
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-5421-4
Schlagwörter	Hochschulschrift; Dissertation; Baby Boomers; Higher Education; Student Motivation; Barriers; Theories; Costs; Self Determination; Transformative Learning; Independent Study; Social Support Groups; Personal Narratives; Adult Learning; Nontraditional Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulische Motivation; Theory; Theorie; Cost; Kosten; Selbstbestimmung; Pädagogische Transformation; Selbststudium; Social support; Soziale Unterstützung; Erlebniserzählung; Adulte education; Adult training; Erwachsenenbildung
Abstract	Higher education as a baby boomer brings mental, physical, and economic adjustments, concerns, and insecurities. Additionally, life delivers unexpected challenges and barriers which can cause hardships requiring various types of motivation. Fortunately, there are also catalysts which can contribute toward successes. Literature from four major elements were the focus in this study: motivation, adult learning, challenges, barriers, and catalysts. Theorists and theories included Vroom's expectancy theory of motivation with the added factor of cost, and Ryan and Deci's theory on self-determination; Mezirow's transformative learning and Knowles's self-directed learning; Cross's theory on educational barriers--situational, dispositional, and institutional; and Cobb's social support theory. This research study is qualitative; specifically, evocative autoethnography. Data for analysis consisted of written narratives, white boards, posters, sketches, and verbal conversations. Sensemaking and memory work were utilized in reflective analysis. Through the autoethnographic process, I recognized the following salient themes: (1) this do over time was enabled by my owning the advantage of longevity in my encore years; (2) I was motivated in various ways, especially when my fears met my faith; (3) my higher educational experience that I have accomplished up and to this point was instigated and supported by Honey and influential others; and (4) the accretion through learning proved transformative. The purpose of this research study is intended to bring into focus, awareness, and understanding to the challenges being faced by baby boomers, adult learners, and nontraditional students, as well as to the educational institutions of higher education and their administrators and faculties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01