The professionalization of continuing education: an application of Larson's model
| dc.contributor.author | Gravely, Archer R. | en |
| dc.contributor.department | Adult and Continuing Education | en |
| dc.date.accessioned | 2024-05-08T00:08:08Z | en |
| dc.date.available | 2024-05-08T00:08:08Z | en |
| dc.date.issued | 1983 | en |
| dc.description.abstract | As an alternative to the attribute approach to the study of professions, this research attempted to explain the level of professionalization in continuing education using Larson's model. From this perspective, the hallmark of professionalization is defined by the ability of an aspiring profession to create a labor market monopoly for certified practitioners. The methodology of the study provided a framework for conducting analyses of: 1) the organizational nature and development of continuing education; 2) practitioner attitudes and perceptions; 3) employer demand and production of adult/continuing education university graduates; 4) development of a unique knowledge base; and 5) consumer demand for continuing education programs. The findings of this research revealed that a high level of institutional fragmentation has inhibited the unified development and professionalization of the field. Practitioners do not show a propensity to undertake the difficult struggle required to transform continuing education into a true specialty. A weak, but a positive trend over time was found in the demand for university trained graduates. Similar trends were noted in the development of a unique knowledge base and production of university graduates. The consumer demand for continuing education programs has shown a pattern of tremendous growth over the last eleven years. In conclusion, the relatively low level of professionalization in continuing education can be explained by the application of Larson's model. Substantial linear relations were found between market control (dependent) and three independent variables. These findings provide a considerable body of evidence for supporting the validity of Larson's model of professionalization. | en |
| dc.description.degree | Ph. D. | en |
| dc.format.extent | xii, 267 leaves | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | https://hdl.handle.net/10919/118901 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Polytechnic Institute and State University | en |
| dc.relation.isformatof | OCLC# 10190631 | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject.lcc | LD5655.V856 1983.G728 | en |
| dc.subject.lcsh | Adult education teachers -- Training of | en |
| dc.title | The professionalization of continuing education: an application of Larson's model | en |
| dc.type | Dissertation | en |
| dc.type.dcmitype | Text | en |
| thesis.degree.discipline | Adult and Continuing Education | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ph. D. | en |
Files
Original bundle
1 - 1 of 1