ANDRAGOGY : HOW DO POST-SECONDARY INSTITUTIONS EDUCATE AND SERVICE ADULT LEARNERS ?

ANDRAGOGY: HOW DO POST-SECONDARY INSTITUTIONS EDUCATE AND
SERVICE ADULT LEARNERS?







by
Darcy B. Tannehill, Ed.D.
B.A., Duquesne University, 1978
M.S.Ed. Duquesne University, 1986









Submitted to the Graduate Faculty of
The University of Pittsburgh in partial fulfillment
of the requirements for the degree of
Doctor of Education









University of Pittsburgh
2009



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UNIVERSITY OF PITTSBURGH
SCHOOL OF EDUCATION








This dissertation was presented

by


Darcy B. Tannehill Ed.D.



It was defended on
April 27, 2009
and approved by
Dr. Sean Hughes, Associate Professor, Administrative and Policy Studies
Dr. Charlene Trovato, Clinical Associate Professor, Administrative and Policy Studies
Dr. Stewart Edward Sutin, Clinical Professor, Administrative and Policy Studies
Dissertation Advisor: Dr. John L. Yeager, Associate Professor, Administrative and Policy
Studies


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Copyright © by Darcy B. Tannehill Ed.D
2009

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Andragogy: How do post-secondary institutions educate and service adult learners?
Darcy B. Tannehill, Ed.D.
University of Pittsburgh, 2009


Nontraditional students often have many responsibilities beyond those of traditional students.
These responsibilities include: full time employment, marriage, children, and large financial
commitments. This research will focus on the undergraduate adult learner and will present how
institutions of higher learning have begun to respond to the adult learner, the current state of the
adult learner, the needs of the adult learner, and the processes and procedures that institutions of
higher education implement to educate and support the adult learner. It begins with the history of
Andragogy and a discussion of what current literature is saying about andragogy. Then, the
research questions are identified and the research methodology used to gather the information
and data. The research results are then presented, and the study concludes with the research
findings and a discussion on potential future research considerations of andragogy and how post-
secondary institutions can better educate and service adult learners. The overall purpose is to
demonstrate the importance of improving these services to improve quality of student service
and enhancement of the student experience. Eighty-five institutions responded to the survey on
current andragogy styles and the results will demonstrate the importance of increased attention to
andragogy and its impact on the student experience.




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TABLE OF CONTENTS
PREFACE .................................................................................................................................... 10
1.0
INTRODUCTION ...................................................................................................... 12
1.1
BACKGROUND OF THE PROBLEM ........................................................... 12
1.2
SIGNIFICANCE OF THE STUDY ................................................................. 14
1.3
STATEMENT OF THE PROBLEM ............................................................... 14
1.4
RESEARCH QUESTIONS ............................................................................... 15
1.5
DELIMINATIONS AND LIMITATIONS OF THE STUDY ....................... 15
1.5.1
Deliminations ............................................................................................... 15
1.5.2
Limitations ................................................................................................... 16
1.6
DEFINITIONS OF TERMS ............................................................................. 16
1.7
SUMMARY ........................................................................................................ 17
2.0
REVIEW OF THE LITERATURE .......................................................................... 18
2.1
INTRODUCTION ............................................................................................. 18
2.2
ANDRAGOGY ................................................................................................... 19
2.3
THE ADULT LEARNER ................................................................................. 27
2.4
FACULTY AND THE ADULT LEARNER ................................................... 29
2.5
CURRICULUM FOR ADULT LEARNERS .................................................. 39
2.6
SUPPORT SERVICES REQUIREMENTS OF THE ADULT LEARNER 44

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2.7
ADULT LEARNER BARRIERS ..................................................................... 48
2.8
INSTITUTIONAL BARRIERS AND SUPPORT .......................................... 50
2.9
SUPPORT SERVICES AND DELIVERY FORMATS FOR ADULT
LEARNERS ........................................................................................................................ 54
2.10
CREDIT FOR PRIORLEARNING ................................................................. 64
2.11
INSTITUTIONAL PRACTICES AND BEST PRACTICES ........................ 71
2.12
SUMMARY ........................................................................................................ 85
3.0
RESEARCH METHODOLOGY ............................................................................. 89
3.1
RESEARCH QUESTIONS ............................................................................... 89
3.2
RESEARCH METHODOLOGY ..................................................................... 90
3.3
RESEARCH POPULATION ............................................................................ 90
3.4
INSTRUMENTATION ..................................................................................... 90
3.5
PILOT TEST ...................................................................................................... 92
3.6
DATA COLLECTION ...................................................................................... 92
3.7
DATA ANALYSIS ............................................................................................. 93
3.8
SUMMARY ........................................................................................................ 93
4.0
FINDINGS .................................................................................................................. 96
4.1
INTRODUCTION ............................................................................................. 96
4.2
DEMOGRAPHIC INFORMATION ............................................................... 96
4.3
RESEARCH QUESTION I ............................................................................ 100
4.4
RESEARCH QUESTION II ........................................................................... 104
4.5
RESEARCH QUESTION III ......................................................................... 107
4.6
RESEARCH QUESTION IV.......................................................................... 110

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5.0
CONCLUSIONS AND IMPLICATIONS ............................................................. 120
5.1
CONCLUSIONS .............................................................................................. 120
5.1.1
Demographic Conclusions ........................................................................ 120
5.1.2
Research Question I Conclusions ............................................................ 121
5.1.3
Research Question II Conclusions ........................................................... 122
5.1.4
Research Question III Conclusions ......................................................... 123
5.1.5
Research Question IV Conclusions ......................................................... 124
5.2
IMPLICATIONS ............................................................................................. 127
APPENDIX A ............................................................................................................................ 130
APPENDIX B ............................................................................................................................ 141
APPENDIX C ............................................................................................................................ 143
APPENDIX D ............................................................................................................................ 145
REFERENCES .......................................................................................................................... 154

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LIST OF TABLES

Table 1. Assumptions, Pedagogy, and Andragogy ...................................................................... 21
Table 2. Curricula and Learner Features of Andragogy by Theorist ............................................ 42
Table 3. Student Service Features of Andragogy by Theorist ...................................................... 70
Table 4. Survey Questions and Corresponding Research Questions ............................................ 91
Table 5. Definition of Nontraditional Students............................................................................ 97
Table 6. Household Income of Nontraditional Students ............................................................... 98
Table 7. Predominant Race of Nontraditional Students................................................................ 98
Table 8. Percentage of Nontraditional Students at the Institutions ............................................... 99
Table 9. Utilization of the Principles of Andragogy to Educate Adult Learners ........................ 101
Table 10. Delivery Methods for Training Faculty on Andragogy .............................................. 102
Table 11. Principles of Andragogy Used by Faculty Members Teaching Nontraditional Students
..................................................................................................................................................... 102
Table 12. Curriculum Considerations for Nontraditional Students ............................................ 103
Table 13. Specialized Services Offered to Nontraditional Students ........................................... 105
Table 14. Prior Learn Credit Acceptance ................................................................................... 106
Table 15. Institutional Best Practices for Nontraditional Learners............................................. 107
Table 16. Institutional Commitment by ALFI Categories .......................................................... 109

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Table 17. Faculty Utilization of Andragogy Comparison by Carnegie Classification ............... 110
Table 18. Curriculum and Andragogy by Carnegie Classification ............................................. 111
Table 19. Comparison of Services Offered to Nontraditional Students by Carnegie Classification
..................................................................................................................................................... 113
Table 20. Prior Learning Credit Acceptance by Carnegie Classification ................................... 114
Table 21. Institutional Best Practices Comparison by Carnegie Classification.......................... 115
Table 22. Institutional Commitment by ALFI Category Compared by Carnegie Classification 117
Table 23. Baccalaureate Colleges Most Exemplary Activities ................................................... 130
Table 24. Baccalaureate Colleges Areas That Could Improve ................................................... 130
Table 25. Baccalaureate Colleges Institutional Commitment to Nontraditional Learners ......... 131
Table 26. Master’s Colleges and Universities Most Exemplary Activities ................................ 132
Table 27. Master’s Colleges and Universities Areas That Could Improve ................................ 133
Table 28. Master’s Colleges and Universities Institutional Commitment to Nontraditional
Learners....................................................................................................................................... 134
Table 29. Doctoral-granting Institutions Most Exemplary Activities ........................................ 135
Table 30. Doctoral-granting Institutions Areas That Could Improve ......................................... 137
Table 31. Doctoral-granting Institutional Commitment to Nontraditional Learners .................. 138

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PREFACE
The author wishes to express her sincere appreciation to Drs. Charlene Trovato, Stewardt
Sutin and Sean Hughes for providing valuable and collegial support and feedback. She is forever
indebted to Dr. John L. Yeager without whose patience, guidance, and assistance, this research
and program would never have been completed.
This research is dedicated to my family and friends who are an endless system of support.
I would like to remember my family no longer with me—my parents and my mother-in-law.
And, to my late husband, Dr. Norman B. Tannehill, Jr., I wish you were here to share this with
me just as you shared so much of my life. I miss them all very much and know that they are
proud of me. I internally carry their love and support everywhere and always will. I have to
mention my precious Shelties: Prudy, Zephyr, Bailey, Cassidy, Billie, Snuggles and the late
Hannah and Perky—you have been and are my companions and babies.
I also wish to thank my father-in-law, Dr. Norman B. Tannehill for his love and kindness.
And, my daughter, Courtney Sullivan, and son-in-law Adam Sullivan; I would not have been
able to get through this and other events without their love, assistance, and constant support.
And, finally, to Dr. Anthony R. Petroy who encouraged, supported, and sometimes forced me to
get to the finish line. I love you all very much!



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Document Outline

• TITLE PAGE
• ABSTRACT
• TABLE OF CONTENTS
• LIST OF TABLES
  • Table 1. Assumptions, Pedagogy, and Andragogy
  • Table 2. Curricula and Learner Features of Andragogy by Theorist
  • Table 3. Student Service Features of Andragogy by Theorist
  • Table 4. Survey Questions and Corresponding Research Questions
  • Table 5. Definition of Nontraditional Students
  • Table 6. Household Income of Nontraditional Students
  • Table 7. Predominant Race of Nontraditional Students
  • Table 8. Percentage of Nontraditional Students at the Institutions
  • Table 9. Utilization of the Principles of Andragogy to Educate Adult Learners
  • Table 10. Delivery Methods for Training Faculty on Andragogy
  • Table 11. Priniciples of Andragogy Used by Faculty Members Teaching Nontraditional Students
  • Table 12. Curriculum Considerations for Nontraditional Students
  • Table 13. Specialized Services Offered to Nontraditional Students
  • Table 14. Prior Learn Credit Acceptance
  • Table 15. Institutional Best Practices for Nontraditional Learners
  • Table 16. Institutional Commitment by ALFI Categories
  • Table 17. Faculty Utilization of Andagogy Comparison by Carnegie Classification
  • Table 18. Curriculum and Andragogy by Carnegie Classification
  • Table 19. Comparison of Services Offered to Nontraditional Students by Carnegie Classification
  • Table 20. Prior Learning Credit Acceptance by Carnegie Classification
  • Table 21. Institutional Best Practices Comparison by Carnegie Classification
  • Table 22. Institutional Commitment by ALFI Category Compared by Carnegie Classification
  • Table 23. Baccalaureate Colleges Most Exemplary Activities
  • Table 24. Baccalaureate Colleges Areas That Could Improve
  • Table 25. Baccalaureate Colleges Institutional Commitment to Nontraditional Learners
  • Table 26. Master's Colleges and Universities Most Examplary Activities
  • Table 27. Master's Colleges and Universities Areas That Could Improve
  • Table 28. Master's Colleges and Universities Institutional Commitment to Nontraditional Learners
  • Table 29. Doctoral-granting Institutions Most Exemplary Activities
  • Table 30. Doctoral-granting Institutions Areas That Could Improve
  • Table 31. Doctoral-granting Institutional Commitment to Nontraditional Learners
• PREFACE
• 1.0 INTRODUCTION
  • 1.1 BACKGROUND OF THE PROBLEM
  • 1.2 SIGNIFICANCE OF THE STUDY
  • 1.3 STATEMENT OF THE PROBLEM
  • 1.4 RESEARCH QUESTIONS
  • 1.5 DELIMINATIONS AND LIMITATIONS OF THE STUDY
    • 1.5.1 Deliminations
    • 1.5.2 Limitations
  • 1.6 DEFINITIONS OF TERMS
  • 1.7 SUMMARY
• 2.0 REVIEW OF THE LITERATURE
  • 2.1 INTRODUCTION
  • 2.2 ANDRAGOGY
  • 2.3 THE ADULT LEARNER
  • 2.4 FACULTY AND THE ADULT LEARNER
  • 2.5 CURRICULUM FOR ADULT LEARNERS
  • 2.6 SUPPORT SERVICES REQUIREMENTS OF THE ADULT LEARNER
  • 2.7 ADULT LEARNER BARRIERS
  • 2.8 INSTITUTIONAL BARRIERS AND SUPPORT
  • 2.9 SUPPORT SERVICES AND DELIVERY FORMATS FOR ADULT LEARNERS
  • 2.10 CREDIT FOR PRIOR LEARNING
  • 2.11 INSTITUTIONAL PRACTICES AND BEST PRACTICES
  • 2.12 SUMMARY
• 3.0 RESEARCH METHODOLOGY
  • 3.1 RESEARCH QUESTIONS
  • 3.2 RESEARCH METHODOLOGY
  • 3.3 RESEARCH POPULATION
  • 3.4 INSTUMENTATION
  • 3.5 PILOT TEST
  • 3.6 DATA COLLECTION
  • 3.7 DATA ANALYSIS
  • 3.8 SUMMARY
• 4.0 FINDINGS
  • 4.1 INTRODUCTION
  • 4.2 DEMOGRAPHIC INFORMATION
  • 4.3 RESEARCH QUESTION I
  • 4.4 RESEARCH QUESTION II
  • 4.5 RESEARCH QUESTION III
  • 4.6 RESEARCH QUESTION IV
• 5.0 CONCLUSIONS AND IMPLICATIONS
  • 5.1 CONCLUSIONS
    • 5.1.1 Demographic Conclusions
    • 5.1.2 Research Question I Conclusions
    • 5.1.3 Research Question II Conclusions
    • 5.1.4 Research Question III Conclusions
    • 5.1.5 Research Question IV Conclusions
  • 5.2 IMPLICATIONS
• APPENDIX A
• APPENDIX B
• APPENDIX C
• APPENDIX D
• REFERENCES

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