Returning to College: A Study of a Federally Funded Retraining Program
Open Access
- Author:
- Vonada, Nicholas A
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- November 29, 2007
- Committee Members:
- Sharon Louise Falkenstern, Committee Member
Priya Sharma, Committee Member
Gary Kuhne, Committee Member
Fred Michael Schied, Committee Chair/Co-Chair - Keywords:
- Trade Adjustment Act and outsourcing
globalization
retraining
Adult Education
dislocated workers - Abstract:
- ABSTRACT Returning to college: A study of a federally funded retraining program By Nicholas A. Vonada The overarching research questions for this study are: 1) What were the dislocated workers enrolled in through the Trade Adjustment Act program at one higher education institution and their understanding of their reactions for being laid off; 2) Their perceptions of the TAA retraining program. Specifically, · What were the dislocated workers/adult learner’s perceptions of returning to college either for the first time or as a returning former student and what has drawn them to this college? · How the dislocated workers/adult learners reacted to the change in their social status and how it has affected their self esteem in dealing with this change at this time in their lives? · How they feel about college and what the college can offer them in the way of an alternative second career? · What are the dislocated workers/adult learners understanding of government funding of this retraining program? Upon completion of the personal interviews meetings of the adult learners, all the digital recordings were transcribed to ensure accuracy and familiarity with the information. This data, along with the responses from the questionnaire, were then analyzed using Glaser and Strauss’s (1967) constant comparative method to inductively identify themes of thought reflected in the participants’ responses. Glaser and Strauss described the constant comparative method in four stages: “comparing incidents applicable to each category, integrating categories and there properties, delimiting the theory, and writing the theory.” The data will be analyzed by coding each incident of the data into as many categories that may emerge using NVivo 7.0. Coding consists only of noting categories that have a constant comparison of the data that very soon starts to generate the theoretical properties of the data being analyzed. The qualitative paradigm was discussed and the aspect of the ethnographic case method was used to clarify the participants’ statements. This design allowed me the chance to speak directly with the participants on a one-to-one basis. This provided in-depth understanding, insight, and provided the ability to relate what was being described to the actual situation and event. A protocol was outlined in order to guide the study and provide the necessary structure to identify, select a sample population, and gather data. The data collection methods of key participants interviewed, document analysis were reviewed. The process for the interviews, audio tape management, and data analysis were established. Recommendations for further research of adult learners or dislocated workers is better career and counseling advisement, understanding the fears associated with adult learners returning to school after 10 to 15 years. Conduct a study on distance learning as and alternative form of education and additional qualitative research was also recommended.