A qualitative study exploring the post-educational experiences of graduates of an executive program for labor leaders

Permanent URL: http://hdl.handle.net/2047/D20270297
Title:
A qualitative study exploring the post-educational experiences of graduates of an executive program for labor leaders
Creator:
Baptiste, Lorette (Author)
Contributor:
Conn, Kelly (Advisor)
Thompson, Corliss (Committee member)
Slaughter, Dennis (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, December 2017
Date Awarded:
December 2017
Date Accepted:
December 2017
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
Labor leaders need specific knowledge and skills to successfully lead their organizations. The Northeast Labor Executive Program (NLEP) provides labor leaders the necessary curriculum and pedagogy to gain that content, knowledge and skills; however, if this content and skills are not transferred into the workplace, then labor leaders will not be able to successfully lead their organizations. If we were able to understand how labor leaders experience the transfer of learning from the NLEP into their organizations, then we might be better able to inform the programming provided by the executive program. Therefore, the purpose of this general qualitative study was to gain insight into the post-educational experiences of graduates of a six-week executive program for labor leaders. Guided by Schlenkers (1997) theory of personal responsibility, this study sought to answer the following research question: How do graduates of an executive program for labor leaders make sense of their post-educational experience as it relates to the transfer of learning from the program to the workplace? Findings show that participants had specific goals for their unions and the program with volition and intent to transfer the learning to their specific unions and the labor movement. Participants exercised personal responsibility to transfer the newly acquired learning not only because of their leadership roles and their organizations investment in them, but also because of their values and commitment to the movement. While most participants were satisfied with the program offerings, they also encountered barriers to transfer. Participants recommended that establishing a mentoring program could help with learning transfer. Implications for practice and future research are discussed.
Subjects and keywords:
adult education
executive program
labor education
learning transfer
personal responsibility theory
union leadership
DOI:
https://doi.org/10.17760/D20270297
Permanent Link:
http://hdl.handle.net/2047/D20270297
Use and reproduction:
In Copyright: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the right-holder(s). (http://rightsstatements.org/vocab/InC/1.0/)
Copyright restrictions may apply.

Downloads