A study of applied principles and practices of andragogy in a corporate university within the oil and gas industry using explanatory sequential mixed methods.
| dc.contributor.advisor | Sloan, Amy M. | |
| dc.creator | Jensen, Jared W., 1978- | |
| dc.creator.orcid | 0009-0007-4517-7802 | |
| dc.date.accessioned | 2024-07-17T14:05:25Z | |
| dc.date.available | 2024-07-17T14:05:25Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:05:25Z | |
| dc.description.abstract | Over the last 30 years, employers and researchers characterized a skills gap between engineering program graduates and the needs of the engineering profession. These gaps span five broad categories including technical competencies, interpersonal skills, leadership, applied reasoning, and global competencies. Faced with the rapidly changing technology of a globalized economy, large companies and corporations have increasingly turned to their own learning and development (L&D) programs to bridge the skills gap between collegiate education and the engineering profession. One form of L&D program found in large, mature organizations is the corporate university (CU). A CU exhibits characteristics in common with academic universities, corporate L&D programs, knowledge networks, and credentialing programs. Despite this complexity, most CUs do not apply rigorous theory related to adult learning. This mixed methods explanatory sequential study examined elements of andragogy as found in an early-career professional development program at a mature CU operated by a large multinational corporation. Knowles’s theory of andragogy forms the basis of examining the program using quantitative methods based on the andragogy in practice inventory (API), focus groups, and semi-structured interviewing. A confirmatory factor analysis (CFA) validated the modifications to the API instrument while indicating some development may still be needed in the practices of andragogy section. Survey, interview, and focus group data create a complete view of andragogical elements within the CU from the perspective of the participants. This study illustrates that the API can be adapted to study andragogy in a corporate learning environment and characterizes the presence of andragogical elements in an early-career professional development program. Study participants described experiences using terminology aligned to andragogical elements, lending credibility to previous research that shows the transition to andragogical styles of learning corresponds with the shift from secondary education to the full-time workforce. The integration of quantitative scoring from a survey instrument with respondent narratives developed from focus groups and interviews illustrated how to identify program strengths and gaps using andragogy. This technique enables both academic study of adult learning in the corporate environment as well as improved design and development of CU programs. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12816 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | A study of applied principles and practices of andragogy in a corporate university within the oil and gas industry using explanatory sequential mixed methods. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-08-01 | |
| local.embargo.terms | 2025-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
Files
License bundle
1 - 1 of 1