Dissertations / Theses on the topic 'Adult learning theory'
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Davies, Lindsay. "Adult teaching and learning theory : a psychoanalytic investigation." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11791/.
Full textDawson, Catherine Elaine. "Learning choices : a grounded theory study of adult returners." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3128/.
Full textWeber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.
Full textRedman, David James. "Motivation of Adult, Auditioned Community Choirs: Implications toward Lifelong Learning." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6134.
Full textDogan, Emre. "English Language Learning for Adult Immigrant Students in Sweden : Integration, Language, Culture and Learning." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87337.
Full textHancock, Donald H. (Donald Hugh). "Ideas About Adult Learning in Fifth and Fourth Century B.C. Athens." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330707/.
Full textMati, Shepherd Ayanda. "Critical theory, adult learning and a 'xenophobia': a critical perspective on Umoja wa Afrika's human rights peer education programme." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7522_1367480641.
Full textThe impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo
xenophobia&rsquo
in the terrain of discrimination and 
the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing 
people&rsquo
s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo
programme enables young adults to develop a critical consciousness about human rights and &lsquo
xenophobia&rsquo
. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative 
methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo
s critical reflections. The research was located within a 
critical theory framework in the field of adult 
learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005). 
The key finding of the study is that the experience of the 
workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo
xenophobia&rsquo
. The participants identified specific factors that 
contributed to such awareness. These included the diverse composition of participants, the &lsquo
accompanying&rsquo
facilitation style, and the interactive training methodology. This study makes a 
contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of 
human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology. 
Lee, Hung Kun. "A theory of adults' motivations for learning the African drums in Hong Kong." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10832/.
Full textScally, Dorothy Butler. "Personal sexual story : a radical vehicle for transformative learning in adult education." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/5184/.
Full textMorgan, Patricia Ann. "The Meaning of the Motherhood Experience to the Work of the Internal Organizational Development Consultant/Manager: Three Case Studies." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27202.
Full textPh. D.
Grimm, Tammie. "Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html.
Full textScott, Donald E. "Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning styles." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1064.
Full textPopova-Nowak, Irina V. "In the Sandbox| Individuals and Collectives in Organizational Learning as Sense-Making through Play." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610791.
Full textThis study was conducted to develop a grounded theory of connections between individual and collective (group and organizational) levels of analysis through the examination of play and sense-making as integral parts of organizational learning (OL) by relying on the meta-paradigm theoretical framework. The study employed grounded theory as its methodology, and its participants included 23 employees of Company A, a U.S. consulting company, who were selected using purposeful maximum variation criterion-based sampling. One semi-structured 30-60-minute interview was conducted with each participant by phone or face-to-face.
In this study, OL took the form of sense-making through play that was a social and linguistic process of organizing the information flux and coping with uncertainty that expanded knowledge and practices within the organization. The source of flux and uncertainty was the interaction of multiple social worlds and sub-worlds (such as Company A, its project teams and clients, partnering organizations, etc.) that disrupted practices and discourses within them. Uncertainty and information flux caused confusion, discomfort, anxiety, and stress in individuals, who paused in order to bracket the flux and suspended existing knowledge, discourses, and practices. Individuals then created new knowledge, practices, and discourses while developing intersubjectivity, and validated them with multiple social worlds. The results of OL as sense-making through play were captured in collective practices that linked knowledge and action and incorporated multiple social worlds.
OL as sense-making through play occurred in the ludic space of sandbox, or a physical, social, and mental space that brought together work and play, and had a dichotomy of stability and change. OL as sense-making through play had four dimensions (intuition, improvisation, experimenting, and having fun) that were responses to specific situations of the interaction of social worlds. These dimensions reflected the dichotomies of tacit and explicit knowledge and their exploration and exploitation, and shared several characteristics (situatedness in the interaction of social worlds, adaptive instantiation of other social worlds, leaping between social worlds, abductive thinking, and focusing on results). The connections between the levels of analysis of OL as sense-making through play were non-linear, multi-directional, and situationally-specific with discontinuities and interruptions so that individual sense-making through play did not necessarily become collective.
Lawson, John A. "An exploration of the interrelationship between pneumatology, theological anthropology and adult education theory in Christian learning." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431988.
Full textBoese, Nancy M. "The effects of bilingualism on adult multitasking abilities the myth and merit of "brain boosting" /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008boesen.pdf.
Full textTaylor, Rosema Jackielyn. "Reducing High-Risk Young Adult Offenders' Attrition From Reentry Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5135.
Full textDyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.
Full textDobre, Adrian. "Acculturation Through Education : A qualitative study on learning strategies of adult immigrants in Romania." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131139.
Full textBetts, Benjamin W. "Changing the model of workplace e-learning : a platform to facilitate autonomous social e-learning for adult learners : innovation report." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59108/.
Full textHerbert, Carmen. "The relationship between childhood exposure to substance use and substance use as an adult." University of the Western Cape, 2016. http://hdl.handle.net/11394/4897.
Full textIt is a common fact that drug and alcohol abuse has become a complex problem with children in South Africa. There is also a risk that children of substance abusers will become substance abusers themselves. The aim of this study was to determine if there is a relationship between childhood exposure to substance use and substance use as an adult. The theory that was implemented in the study was the Social Learning Theory. The participants were obtained from an outpatient substance abuse treatment centre. A cross sectional study design was used whereby 192 participants were requested to complete an adapted version of the Child Exposure to Domestic Violence scale. The results of the study show that 48% of the respondents experienced exposure to substance abuse which they witnessed as a child. The results of the study indicated that past exposure to substance abuse accounted for a mean of 2.47. Respondents also responded in terms of exposure to parent/s that abused substances, which had a mean of 2.12. The results illustrated that there is a significant positive relationship between past experiences of substance abuse and current experiences of substance abuse within the total sample (r=.39, p:0.01). The study showed that for gender a positive relationship was found for males (r = .23, p:0.01) and for females (r = .34, p:0.01). In terms of family structure there was a significantly positive relationship, which for one parent was (r = .23, p: 0.05) and for two-parent families was(r = .38, p: 0.01). In conclusion early intervention strategies for children who are at risk and who are exposed to substance abuse, should be implemented.
Tanner, Lori Kristine. "Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114.
Full textSchwartz, Harriet L. "Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.
Full textYagodzinski, Elizabeth. "Formative Research on an Instructional Design Theory for Online Learning Communities: A Higher Education Faculty Development Case." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/341.
Full textArizmendi, Wayne Clinton, and arizmendi@fastmail fm. "Relative truths regarding childrens learning difficulties in a Queensland regional primary school: Adult stakeholders positions." Central Queensland University. School of Education, 2005. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060510.112803.
Full textKlunk, Clare Dvoranchik. "Workplace Devaluation: Learning from Experience." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27337.
Full textPh. D.
Griswold, Wendy. "Transformative learning in a post-totalitarian context : professional development among school teachers in rural Siberia." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/454.
Full textKauser, Frederick L. "Supporting Workplace Learning: Supervisory and Peer Support Effect on Novice Firefighter Informal Learning Engagement." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483582046599161.
Full textCarleton, Karen Anne. "The Lamplighter: Strategic Leaders' Views on Leadership." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27592.
Full textPh. D.
Crawford, Amy Kristen. "Self-Determination Theory and Middle School Mathematics Teachers: Understanding the Motivation to Attain Professional Development." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499267230576956.
Full textTai, C. N., and 戴靜妮. "An instructional-design theory guide for producing effective self-learning multimedia programs for training adult learners in the HangSeng Bank." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29614399.
Full textLu, Cheng-Wei. "Activity theory as a basis for negotiation training in adult English-as-a-foreign-language instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2959.
Full textGriffiths, Kerryn Eva. "Discovering, applying and integrating self-knowledge : a grounded theory study of learning in life coaching." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/37245/1/Kerryn_Griffiths_Thesis.pdf.
Full textDonnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.
Full textEd.D.
The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retirement from athletics that is fraught with depression and unemployment. A select number of these elite athletes choose to further their educations after their careers have expired. The literature suggests that some of these retired elite athletes find educational programming a valuable coping strategy in the often traumatic post-athletic career adjustment. Unfortunately, this choice is made by only few athletes. It would be desirable to encourage more retired athletes to consider and engage in educational activities; however, currently, there is only very little knowledge on the processes underlying athletes' choice to participate, or not to participate, in education in their retirement years. Using a theoretical framework that includes adult learning theory and adult development theory, in conjunction with expectancy-value theory of motivation, the impact of individual characteristics and environmental opportunities on post-athletic career choices made by professional athletes may be better understood. The primary instrument for data collection was a personal interview with ten retired professional hockey players, conducted over a consecutive six-month period resulting in significant data. Utilizing the constant-comparative method for data analysis, common themes were identified as indicators of educational engagement: Informal Mentorship, Head Injury Related Retirement, and Pre-Transition Planning. In addition to these themes, the findings reflected an alternative adult developmental model possibly unique to professional hockey players. The findings of this study are valuable to the larger conversation regarding adult learners, adult development, and elite athlete career transition.
Temple University--Theses
Gillespie, LaVerne. "Trust in Leadership| Investigation of Andragogical Learning and Implications for Student Placement Outcomes." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619163.
Full textPurpose. The investigation sought to determine the significance and or the effects of an ex post facto staffing intervention involving the addition of a Regional (mid-tier) team of instructional leaders as a viable and sustainable solution for increased operational effectiveness year over year, and, if there could be implications on employment outcomes. Furthermore, to determine whether this staffing intervention of adding a Regional (mid-tier) team of instructional leaders affected the primary Andragogical factors used for instructional effectiveness and did the change create a conducive condition for learning for Career Services Leaders from the perspective of Andragogy.
Design/Methodology/Approach. Mixed-method research utilizing the Modified Instructional Perspectives Inventory (MIPI) originally designed by Henschke (1989), modified appropriately. This study will compare the gap between the Regional Director (RD) and the Director (D) scores on the MIPI to measure possible contributions to employment placement outcomes and determine primary Andragogical factors used for instructional effectiveness for Career Services Leaders.
Findings. Regarding the influence of Andragogy on placement outcomes for 2011 compared to 2012, the conclusions were as follows: There was no significant relationship of note, however, observably, the wider the gap, the lower the placement rate for 2011. However, the 2012 Employment Rate (ER) indicated that there was a moderate, negative relationship between the gap in Andragogical instructional perspectives and employment rates. The leader learners were operationally effective as a result of the instruction they received from the instructional leaders. The research results support this point, since 2012 employment rates related to the Andragogical gap indicating trust, and both 2011 and 2012 employment rates were dependent upon the region from which they were generated.
Practical Implications. In higher education for-profit environments involving leadership development, instructional leadership staffing paradigms form the rationale for increased performance and operational effectiveness.
Originality/Value. The results of this study provided empirical validation for the decision to restructure the Career Services leadership model for continued implementation and sustainability in higher education leadership settings.
Keywords. Andragogy, Leadership, Career Services, Instructional Leadership, Adult Learning, Trust in Leadership, Regional Directors, Middle Management.
Wilson, Edwin L. "A study of the cognitive styles and learning preferences of Fire Service officers." Thesis, University of Birmingham, 1999. http://etheses.bham.ac.uk//id/eprint/287/.
Full textCoalter, Vicki. "Second chance learning and the contexts of teaching a study of the learning experiences of further education students with few qualifications /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/122/.
Full textGuastella, Rosaria. "The influence of conflicting role obligations on nontraditional student baccalaureate degree attainment." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1019.
Full textAnderson, Jillian Rene. ""Yes, and...!" assessing the impact of theatre-based improvisational training and a simulation on work group behavior /." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1217826279.
Full textVan, Reenen-Le Roux Valdi. "Adult learning and social reconciliation: a case study of an academic programme at a Western Cape Higher Education Institution." University of the Western Cape, 2012. http://hdl.handle.net/11394/2891.
Full textHeterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional development programme. I relied upon a qualitative research approach to gather rich descriptive data from interviews conducted with nine school leaders who had graduated from the ACE School Leadership programme. The Literature Review is based on readings regarding critical constructivism, globalisation, conflict‐sensitivity and reconciliation.I found that the programme expanded the school leaders’ basic knowledge about conflict sensitivity and social reconciliation, but not sufficiently in terms of developing a critical consciousness to deal with conflict effectively. I concluded that conflict‐sensitive schools required school leaders that produced knowledge critically through a rigorous process of engagement and reflection. The ACE School Leadership programme had limitations in the extent to which it could prepare and equip school leaders in this regard.
South Africa
Inderhees, Joan. "Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541367126115329.
Full textDehnicke, Dorothee Christine. "An analysis of the University of Stellenbosch Business School personal leadership development journey and camparing it with recent literature on adult learning theory." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95668.
Full textENGLISH ABSTRACT: This work provides a comprehensive overview of the theories on adult learning. For each approach, the applicability for a leadership development programme is discussed. If available, examples for the use of a certain theory in a leadership course as part of a Master of Business Administration (MBA) programme are provided. An overview of the Personal Leadership Development Journey (PLDJ) of the University of Stellenbosch Business School (USB) is provided. The structure of the programme demonstrates the application of certain adult learning theories. Interviews with the alumni of the programme show how successfully the adult learning theories are practised and to what extent students have found them useful. Gaps in these interviews are pointed out with reference to the theories on adult learning. As an example, there is a certain body of literature on transformative learning as a subcategory of adult learning. In this case, two different theoretical approaches are explained, of which one is a more general discussion on adult learning and the other is focused on leadership development. Then an example of the application of this theory at the Institut Européen des d’Administration d’Affaires (INSEAD) shows how other business schools employ the theory in practice. In this case, the practical example is a leadership course as such, not a general MBA programme. The reason for this is that examples which match the situation at the USB exactly can not always be found. In the interviews, alumni of the USB were asked how the PLDJ impacted their professional and their private life. So indirectly, students were asked if a transformative learning process had taken place and how they would describe it. The analysis of the results is used to point out the strength of the programme as well as gaps, which could be addressed for future improvement.
Castellaneta, Teresa M. "Iron Sharpens Iron: A Case Study on Instructional Coaching for Professional Learning and Leadership Development." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616605691427758.
Full textAkrivou, Kleio. "Differentiation and Integration in Adult Development: The Influence of Self Complexity and Integrative Learning on Self Integration." online version, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=case1214318290.
Full textLiljeström, Monica. "Learning text talk online : Collaborative learning in asynchronous text based discussion forums." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34199.
Full textLeal, Tatiana Rodriguez. ""I sometimes question myself" : the learning trajectories of four senior managers as they confronted changing demands at work." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:aee78997-8e76-48b8-baf5-e60e54c2c328.
Full textSanchez, Lynda M. "Using the Power of 3 with Total Joint Surgery Patients." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2057.
Full textBrasof, Marc Ian. "Student Voice in School Reform: A Case Study of Madison High School's Youth-Adult Governance Model." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/257793.
Full textEd.D.
This qualitative case study examined how Madison High School's governance model generated youth-adult collaborations around school problems. This seven-month intensive study collected data through numerous site observations, semi-structured one-on-one interviews with 27 adults and students, focus group interview with 11 students, and document collection. This data collection answered the following research questions: To what extent does Madison High School include students and faculty into the policy decision-making, implementation, and review process? If so, how? Why is it done this way? How do faculty, students, administration, and staff perceive its impact on improving the school policy creation and implementation process? Student voice scholars are still investigating the ways in which student leadership around school reform can be facilitated (Dempster & Lizzio, 2007; Fielding, 2004; Mitra, 2005; Mitra & Gross, 2009; O'Donoghue, Kirshner & McLaughlin, 2002; Zeldin, McDaniel, Topitzes, & Calvert, 2000; Zeldin, 2004a). And scholars are interested in investigating how participants enact leadership when it is distributed to them (Hallinger & Heck, 1996; Spillane, 2001, 2004). This study found that not only does the school's governance model include students in the policy making, implementation, and review processes, it distributed leadership across the school and aided in organizational learning by designing its structures and processes around constitutional principles.
Temple University--Theses
Kalouptsi, Maria. "The transformative effect of learning about a culture through foreign language acquisition : A case study of Greek adults learning about Hispanic culture in Spanish language classes in Greece." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-134356.
Full textBrown, Cherri Louise. "Using Cultural Cognition for Learning English: A Mexican Immigrant Family's Perspective." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2919.
Full textRebmann, Marie, and Carina Sjödin. "Vision möter verklighet : Forskarrollen i relation till lärande för alla." Thesis, Växjö University, School of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-605.
Full textThe purpose of this study is to investigate how the researcher experiences its role in real life in relation to the field of education and adult learning. The context of the study is the academic department of education and adult learning in Swedish institutions. This is a qualitative study, inspired by Grounded Theory. Data consist of interviews, texts from policy documents and reports. Both the aspects gender and context have been taken into consideration. The main category, status and career, is discussed in relation to concepts like quantity, competition, strategy, power, policy, independence and the surrounding world.
Status depends on quantity and also other arenas outside the academia. Competition is crucial. Status and power are tied together. They are connected to relational structures and strategies. The socialization process is part of the context. Independence is related to funding of projects and the quality of evaluation research. Relevant context outside the academia is referred to as practitioners. Gender is relevant in all aspects mentioned above. Unequal distribution of power is one example.
Syftet med uppsatsen har varit att synliggöra forskarens upplevelse av sin roll och sin verklighet i relation till fältet vuxnas lärande. Vi har genomfört semistrukturerade intervjuer, läst ett stort antal policydokument och rapporter inom området vuxnas lärande. Ur det insamlade materialet, har koder och minnesanteckningar genererats som senare sorterats med grundad teori som stöd. Aspekterna kön och kontext beaktas. För vår egen förståelse summerar vi våra reflektioner i anslutning till data. Begrepp som kvantitet - konkurrens- strategi- makt och policy framkom ur databearbetningen och bildade vad vi benämner kärnkategori. Vår data behandlar forskarnas syn på begreppen. Här finns reflektioner kring konkurrens mellan discipliner/fält avseende till exempel finansiering. Det råder delade meningar om huruvida forskarna styr utvecklingen inom vuxnas lärande eller om det är politiska tankar som är upphovet. Kommunikativa strategier ur ett könsperspektiv beskrivs på två sätt. Våra intervjupersoner har direkt eller indirekt markerat sin position i förhållande till fält. Makt finns med som teoretiskt begrepp. Här betonas dess relationella karaktär. Forskarrollen inom detta fält är komplex.