Adult Development and the Experience of Graduate Education. A Review of the Literature.

Autor/in	Clark, Ann
Institution	Association for Humanistic Psychology, San Francisco, CA.
Titel	Adult Development and the Experience of Graduate Education. A Review of the Literature.
Quelle	(1980), (78 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Development; Adult Education; Adult Students; Doctoral Dissertations; Educational Research; Existentialism; Graduate Study; Individual Development; Literature Reviews; Research Needs; Student Teacher Relationship + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Existenzialismus; Aufbaustudium; Graduiertenstudium; Hauptstudium; Individuelle Entwicklung; Forschungsbedarf
Abstract	A literature review examined the research concerning adult development and graduate education. An initial literature review indicated that little research had been done. Three critiques were developed concerning the literature in adult development: dispersion of adult research literature throughout various disciplines, concentratlon on adult behavior without emphasis on adult development, and lack of research data on adult development related to graduate education. A significant lack of an empirical developmental orientation for graduate students was found. Five basic areas of graduate education were explored: personal dynamics, crisis events, existential questions, dissertation meanings, and student-faculty relationships. Study of personal dynamccs has not, but should, focus on importance of graduate education as a time of personal growth and exploration. Crisis events--finances and personal problems--needed to be examined from the students' perspectives. Existential questions (spiritual transitions, existential crises, spiritual examination, search for answers to personal philosophical questions), important to some graduate students have not been explored. Examination of students' experiences of the dissertation process emerged as an area of additional investigation. Finally, the importance, but not the dynamics, of student-faculty relationships have been documented. A greater understanding of problems unique to learning situations which involve adults as teachers and students was indicated. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC