Learning: The Experiences of Adults Who Work Full-Time While Attending Graduate School Part-Time

Bridget O'Connor, Robert Cordova

Research output: Contribution to journalArticle

Abstract

The experiences of students who are working full-time and going to graduate school part-time were the focus of this phenomenological investigation. Data analysis showed that these individuals, who reported high job involvement and strong career planning, were often stymied when they attempted to apply new ideas to the workplace. Those with strong social and family support reported feeling less stress than did those who did not, and preferred learning experiences in which they were active learners. Results from this exploratory study show that when individual characteristics, the academic environment, and the workplace environment are in alignment, individuals are most supported in becoming all they can be.

Original languageEnglish (US)
Pages (from-to)359-368
Number of pages10
JournalJournal of Education for Business
Volume85
Issue number6
DOIs
StatePublished - Jul 13 2010

Fingerprint

school graduate
workplace
career planning
learning
experience
data analysis
time
Work place
student
Alignment
Family support
Exploratory study
Career planning
Social support
Individual characteristics
Job involvement

Keywords

  • adult learning
  • professional graduate education
  • student experiences
  • transfer of learning

ASJC Scopus subject areas

  • Education
  • Business, Management and Accounting (miscellaneous)

Cite this

Learning : The Experiences of Adults Who Work Full-Time While Attending Graduate School Part-Time. / O'Connor, Bridget; Cordova, Robert.

In: Journal of Education for Business, Vol. 85, No. 6, 13.07.2010, p. 359-368.

Research output: Contribution to journalArticle

@article{478da7065cda439f8b53cd5a03bc5d0b,
title = "Learning: The Experiences of Adults Who Work Full-Time While Attending Graduate School Part-Time",
abstract = "The experiences of students who are working full-time and going to graduate school part-time were the focus of this phenomenological investigation. Data analysis showed that these individuals, who reported high job involvement and strong career planning, were often stymied when they attempted to apply new ideas to the workplace. Those with strong social and family support reported feeling less stress than did those who did not, and preferred learning experiences in which they were active learners. Results from this exploratory study show that when individual characteristics, the academic environment, and the workplace environment are in alignment, individuals are most supported in becoming all they can be.",
keywords = "adult learning, professional graduate education, student experiences, transfer of learning",
author = "Bridget O'Connor and Robert Cordova",
year = "2010",
month = "7",
day = "13",
doi = "10.1080/08832320903449618",
language = "English (US)",
volume = "85",
pages = "359--368",
journal = "Journal of Education for Business",
issn = "0883-2323",
publisher = "Sichuan Institute of Piezoelectric and Acoustooptic Technology",
number = "6",

}

TY - JOUR

T1 - Learning

T2 - The Experiences of Adults Who Work Full-Time While Attending Graduate School Part-Time

AU - O'Connor, Bridget

AU - Cordova, Robert

PY - 2010/7/13

Y1 - 2010/7/13

N2 - The experiences of students who are working full-time and going to graduate school part-time were the focus of this phenomenological investigation. Data analysis showed that these individuals, who reported high job involvement and strong career planning, were often stymied when they attempted to apply new ideas to the workplace. Those with strong social and family support reported feeling less stress than did those who did not, and preferred learning experiences in which they were active learners. Results from this exploratory study show that when individual characteristics, the academic environment, and the workplace environment are in alignment, individuals are most supported in becoming all they can be.

AB - The experiences of students who are working full-time and going to graduate school part-time were the focus of this phenomenological investigation. Data analysis showed that these individuals, who reported high job involvement and strong career planning, were often stymied when they attempted to apply new ideas to the workplace. Those with strong social and family support reported feeling less stress than did those who did not, and preferred learning experiences in which they were active learners. Results from this exploratory study show that when individual characteristics, the academic environment, and the workplace environment are in alignment, individuals are most supported in becoming all they can be.

KW - adult learning

KW - professional graduate education

KW - student experiences

KW - transfer of learning

UR - http://www.scopus.com/inward/record.url?scp=84864491644&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84864491644&partnerID=8YFLogxK

U2 - 10.1080/08832320903449618

DO - 10.1080/08832320903449618

M3 - Article

AN - SCOPUS:84864491644

VL - 85

SP - 359

EP - 368

JO - Journal of Education for Business

JF - Journal of Education for Business

SN - 0883-2323

IS - 6

ER -