Evaluating Educative Temporary Systems

Abstract

The framework of temporary systems theory presented by Miles was used as a basis for formulating theoretical units and propositions pertaining to the outcomes of intensive adult educa tion programs. Empirical indicators and research hypotheses were then developed and applied in the 1972 residential program of the Labour College of Canada. Forty-six participants completed three research instruments administered upon entry, at exit, and six months following termination of the program. The criterion vari able of change in the amount of participation in selected activities showed a mixed pattern of relationships with nine predictor vari ables when correlation coefficients were computed. Multiple re gression analysis indicated that 49 percent of the variation on the criterion variable was accounted for by six of the predictor vari ables. Thus, the Labour College of Canada appeared to be a complex educative temporary system whose outcomes could not be predicted using simple hypotheses. More complex models appear necessary in order to explain and evaluate the outcomes of educa tive temporary systems in adult education.