Adult Education Quarterly

Current research on participation is critiqued in terms of problems in exact measurement, superimposed definitions, and the use of value-laden constructs. Building upon the thesis that the qualitative and quantitative approaches to research represent different perspectives, they are compared in terms of purpose, their interpretations, premises, focus, method, and research criteria, including reliability and validity. The qualitative perspective, particularly as influenced by hermeneutics and social phenomenology, is developed further and implications for the study of participation are considered. Emphasis is placed upon the importance of understanding the meaning of participation in the life-world of the individual. Educational participation is considered within the broader context of learning, and learning is viewed as embedded in the life-world.

The purposes of this paper are to present a typology for differentiating between varying definitions of educational need and to outline a research study designed to assess the degree of interrelationship between the varying elements of the typology. The typology is based on the assessment of learner competence, motivation to learn, and relevance of the learning activity. The research study, conducted in a business setting, investigated the degree of independence of these elements in the assessment of learner need. Significant differences between the estimates of learner need, dependent on the elements of the typology used, are noted and implications for researchers and practitioners are discussed.

The issue of applicability of research and theory to the practice of adult and continuing education is addressed. Particular attention is given to what researchers can do to improve the applicability of their research. Three basic areas are discussed: variables and the role of practitioner-nominated alterable variables, external validity and the role of site-specific data collection, and general conceptualizations of the research process. The idea of methodological pragmatism is introduced and critically applied to theory-focused and practice problem-focused research approaches. A third approach, a developmental model, is introduced. A case example of its use is provided through a discussion of the Participation Reasons Scale. Its practical utility is discussed and demonstrated with data collected from a multi-week residential executive development program at the University of Illinois at Urbana-Champaign.

The adult education and related literature was reviewed for the decade of 1970 in order to delineate the predominant future issues that emerge from that period. Based on conference proceedings, surveys, action-inquiry forums, investigations and informed opinion, the predominant program areas that included significant future issues were those of education for work and leisure, education for aging, health education, continuing professional education, education for social and civic responsibility, education for personal adaptation, education for functional competency and education for teachers of adults. Substantive issues also emerged regarding future delivery modalities. Reflected throughout was a view of adult learning ventures as potential vehicles for solving complex individual and social problems.

The following conclusions were drawn: (1) Denial of the deleterious effects of change is apparent; (2) A consideration of global issues, as appropriate content for adult education intervention, is limited; (3) Although new roles for adult learning programs and professionals were forecast, there is a notable absence of specific strategies for meeting the educational needs projected during the seventies.