University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Public Access Theses and Dissertations from Education and Human Sciences, College of the College of Education and Human Sciences (CEHS) 5-2010 TRANSFORMATIVE LEARNING IN COLLEGE STUDENTS: A MIXED METHODS STUDY James R. Fullerton University of Nebraska - Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/cehsdiss Part of the Education Commons Fullerton, James R., "TRANSFORMATIVE LEARNING IN COLLEGE STUDENTS: A MIXED METHODS STUDY" (2010). Public Access Theses and Dissertations from the College of Education and Human Sciences. 65. https://digitalcommons.unl.edu/cehsdiss/65 This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Public Access Theses and Dissertations from the College of Education and Human Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. TRANSFORMATIVE LEARNING IN COLLEGE STUDENTS: A MIXED METHODS STUDY By James Roderick Fullerton A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Human Sciences Under the Supervision of Professor John DeFrain Lincoln, Nebraska May, 2010 TRANSFORMATIVE LEARNING IN COLLEGE STUDENTS: A MIXED METHODS STUDY James Roderick Fullerton, Ph.D. University of Nebraska, 2010 Advisor: John D. DeFrain Learning Reconsidered (Keeling, 2004) and Learning Reconsidered 2 (Keeling, 2006) called upon institutions of higher education to measure learning outcomes, and to facilitate transformative learning in college students. Learning Reconsidered 2 defined transformative learning with Mezirow‘s description of the constructivist process of ―learning to think like an adult‖ (Mezirow & Associates, 2000, p. 3). This research study attempts to heed the call by measuring and distinguishing between informative (received) learning outcomes and transformative (constructed) learning outcomes, and uses mixed methods to compare self-reported changes in both of these learning domains. The participants in this study were a group of college students engaged in a semester-long leadership development program at a mid-sized western regional university. A variety of techniques were applied to help facilitate their leadership development, including critically reflective learning strategies (which can be catalysts for transformative learning). Quantitative self-assessments were the Developmental Advising Inventory (a commercially available instrument which measures personal development in nine dimensions) and a Leadership Knowledge Survey (which lists 18 dimensions of leadership that were addressed during the semester-long program). As a constructivist phenomenon, transformative learning requires qualitative methods of measurement, which were based on self-reflective responses to interview questions by each subject at the end of the semester. Participant responses about their lived experiences were organized into structural themes. The relevant data were placed into an evidence checklist that was developed for this study, which identifies conditional thresholds that are necessary for transformative learning to occur (based on Mezirow & Associates, 2000). Drawing from interview data analysis, participants were ultimately categorized according to their indicated stage of transformative learning. The findings revealed that age was a strong correlating factor for transformative learning to occur, and that informative and transformative learning can and do occur independently of each other. The study also concluded that transformative learning is not a guaranteed outcome, but only a potential opportunity for ―learning to think like an adult.‖ DEDICATION . the real problems of life have to be grappled with. To repeat the quotation from Thomas Aquinas, ―The slenderest knowledge that may be obtained of the highest things is more desirable than the most certain knowledge obtained of lesser things,‖ and ―grappling‖ with the help of slender knowledge is the real stuff of life. --E.F. Schumacher, from A Guide for the Perplexed, 1977, p. 134 Dedicated to the spirit of adventure and the lifelong pursuit of our highest potential as human beings. i TABLE OF CONTENTS Chapter I—Introduction ............................................................................................. 1 Autobiographical Interest..................................................................................... 1 Purpose of the Study ............................................................................................ 7 Research Questions .............................................................................................. 7 Definition of Terms.............................................................................................. 8 Delimitations and Limitations .............................................................................. 9 Significance of the Study ..................................................................................... 11 Chapter II—Literature Review .................................................................................. 13 Human Development ........................................................................................... 13 Learning Reconsidered and Learning Reconsidered 2 ........................................ 15 Perspective Transformation and Transformative Learning ................................. 19 Learning To Think Like an Adult ........................................................................ 27 What Form Transforms? ...................................................................................... 29 Examples of Perspective Transformation ............................................................ 33 Strategies for Facilitating Transformative Learning Opportunities ..................... 35 Readiness for Transformative Learning Opportunities ........................................ 42 Chapter III—Methodology ........................................................................................ 43 Assessing Student Learning and Development Outcomes .................................. 43 Assumptions and Rationale for a Mixed Methods Research Design ................... 45 The Role of the Researcher .................................................................................. 47 Population of the Study ........................................................................................ 48 Implementation of Transformative Learning Strategies ..................................... 51 Survey Instruments .............................................................................................. 52 ii Developmental Advising Inventory (DAI) .................................................... 52 Leadership Knowledge Survey (LKS) ........................................................... 53 Interviews ....................................................................................................... 54 Research Questions .............................................................................................. 55 Data Collection .................................................................................................... 56 Pre- and Post-Assessment .............................................................................. 56 Post-Assessment ........................................................................................... 56 Data Analysis ....................................................................................................... 57 Quantitative Measures ................................................................................... 57 Qualitative Measures ..................................................................................... 57 Mixed Measures ............................................................................................. 58 Chapter IV—Findings ................................................................................................ 59 Quantitative Measures ......................................................................................... 59 Qualitative Measures ........................................................................................... 60 Mixed Measures ................................................................................................... 60 Quantitative Findings ..................................................................................... 60 Qualitative Findings ....................................................................................... 81 Interview Responses ...................................................................................... 82 Tom .......................................................................................................... 82 Tammy ..................................................................................................... 84 Diane ........................................................................................................ 84 Steve ......................................................................................................... 85 Kathy ........................................................................................................ 86 Teri ..........................................................................................................