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dc.contributor.authorEggleston, Margaret A.en_US
dc.date.accessioned2014-03-14T20:20:55Z
dc.date.available2014-03-14T20:20:55Z
dc.date.issued2007-12-05en_US
dc.identifier.otheretd-12192007-162007en_US
dc.identifier.urihttp://hdl.handle.net/10919/30173
dc.description.abstractOrganizations are increasingly supporting employeeâ s educational pursuits, especially when continuing education is used as a strategy to achieve organizational goals or groom future executives. Fulmer and Wagner (1999) found that best-practice organizations developed their own leaders and that senior executives were products of internal leadership development systems. This quantitative study was designed to better understand deterrents to participation in formal adult education from the perspective of mid- to upper-level professional, technical, executive, administrative, and managerial employees who participated in a quasi-governmental organizationâ s leadership development program.

The program consisted of three phases. The first two took place within the confines of the organization over a one-year period, and completion rates were almost one-hundred percent. For phase three, the formal education component of the program where three years were allotted to achieve the objectives, the completion rates were much lower. As a result, fifty-nine percent of all participants failed to complete the program in its entirety.

Three questions were explored in the study: (a) despite efforts of the employer to address major deterrents (time, costs, family responsibilities, access, and employer support), to what extent do employees perceive any of these deterrents still exist, (b) what other deterrents do employees face as they approach or become active in the formal adult education segment (Phase III) of the leadership development program, and (c) what do employees perceive as enablers provided by the employer?

A slightly modified Deterrents to Participation Scale-General (DPS-G) augmented with three open-ended questions was used to collect data from eight hundred and thirty-three respondents. Sixty-seven percent had completed all three phases of the leadership development program. Multivariate analysis of variance and content analysis were the primary analytical methods used. Results revealed that typical deterrents to participation in formal adult education were not very problematic for the respondents in this study; however, findings here reinforce those in the literature regarding the critical need for organizational support.

The results have implications for the subject organization and may also apply to smaller organizations, global enterprise, and private industry, where leadership development programs with a formal education component exist or may be implemented.

en_US
dc.publisherVirginia Techen_US
dc.relation.haspartegglestonPDF2.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectleadership developmenten_US
dc.subjectadult education theoryen_US
dc.subjectformal adult educationen_US
dc.subjectemployer supporten_US
dc.subjectdeterrents to participationen_US
dc.titleParticipation and Non-Participation in Formal Adult Education: A Study of Deterrents for an Organizational Leadership Development Programen_US
dc.typeDissertationen_US
dc.contributor.departmentHuman Developmenten_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineHuman Developmenten_US
dc.contributor.committeechairBoucouvalas, Marcieen_US
dc.contributor.committeememberBelli, Gabriella M.en_US
dc.contributor.committeememberKlunk, Clare D.en_US
dc.contributor.committeememberCombs, Letitia A.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12192007-162007/en_US
dc.date.sdate2007-12-19en_US
dc.date.rdate2012-03-23
dc.date.adate2008-01-30en_US


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