Passionate Scholars

Stevens-Long, Judith; Schapiro, Steven A.; McClintock, Charles

doi:10.1177/0741713611402046

Cited by 87 publications

(31 citation statements)

References 31 publications

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“…Missing in this tripartite of core components of transformative learning theory is "empathy" which typically is seen as the ability to 'subjectively experience and share in another psychological state or intrinsic feelings' (Morse, Anderson, Bottoroff, Yonge, O'Brien, Solberg & McIlveen, 1992, p. 274). As a construct, empathy has been mentioned in the literature as significant to transformative learning, although it is rarely defined or discussed in much depth, particularly in its relationship to the central constructs of transformative learning (Gum, Greenhill & Dix, 2011;Stevens-Long, Schapiro & McClintock, 2012;Taylor, 2007Taylor, , 1997Willis, 2012). An example of how empathy is generally referred to is seen in an article by Mezirow where he embeds the term in a list of other facets important to transformative learning.…”

Section: Empathy Empathy Empathy Empathymentioning

confidence: 99%

“…Helping raise the import of empathy has been the recognition of the significance of emotions to transformative learning (Stevens-Long, Schapiro & McClintock, 2012;van Woerkom, 2008van Woerkom, , 2010, particularly in relationship to critical reflection. However, despite this foregrounding of emotions, scholars have overlooked the role empathy plays in engaging the emotive nature of transformative learning.…”

Section: Empathy Empathy Empathy Empathymentioning

confidence: 99%

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Untitled

2013

RELA

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The field of adult education and learning has encompassed research and scholarship from diverse perspectives and these have changed over time. Approaches and trends across this domain of activity perhaps resonate with that of a wider field of education and the social sciences; the intellectual resources picked up at any one time wash through and across these domains of activity. At the same time 'the field' has never been a homogenous or easily identifiable entity. It is therefore difficult to make valid generalizations of the status of approaches within a defined field at any particular time or location. The visibility of what goes on is also significantly limited and obscured. This is partially in that what goes on as research may not be published in identifiably adult education literature, partially in the separation of the field into various foci of interest (adult, vocational, community, higher education, workplace learning etc.) with specialist journals for publication, and partially as a result of the dominance of the English language used for publication; thus a lack of dissemination of research and scholarly writing across language barriers. It is then only tentatively and with caution that any partial picture regarding change in the approaches to research and scholarship in a field of the education and learning of adults over time can be painted.One might perhaps think it quite safe to follow the language of policy as a framework for analysis of change in approaches to research at the most general level. For example, lifelong learning now appears an accepted and central concept in adult education policy over the last decades in many countries and a major focus of policy in the European Union (EU) and many of its member states. Emerging during the 1960s as 'lifelong education' it was linked to humanist values and ideas of personal growth. In the 1990s, now as 'lifelong learning', it became associated with a shift of policy emphasising competitiveness and economic growth. Lifelong learning became commonly argued within national and wider policies as a necessary feature for individual and collective well-being and a requirement if Europeans are to remain competitive in a global environment (cf. Fejes & Dahlstedt, 2012). However, policy promotion of lifelong learning at this level and its 'insertion' into discourses of adult education over time, never did indicate any direct translation as change in research approach in the field. Rather, over the period from the 1960s, discourses of lifelong learning have been bound up in quite complex ways with policies promoting lifelong education and learning and wider socio-political change and changes in the practices of [8] Andreas Fejes and Katherine Nicoll institutions for adult education and teachers and learners in many locations. The targeting of specific groups and objectives for learning through new government funding streams and projects has had no doubt localized effects on research and wider changes in the funding mechanisms for institutions have in som...

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Section: Empathy Empathy Empathy Empathymentioning

confidence: 99%

Section: Empathy Empathy Empathy Empathymentioning

confidence: 99%

Untitled

2013

RELA

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“…Indeed, graduate training may be seen as a prime example of experiential learning (Kolb 2014), where the learning opportunities arise from the student's project, and the advisor supports the student in fully processing the learning. Such support is especially important to facilitate transformative learning (Stevens-Long et al 2012), where students change their perspective on the world.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Such learning outcomes require deeper learning, which is known as transformative learning (Mezirow 1997;Schroeder 2004). Transformative learning outcomes of graduate students include advanced stages of cognitive development, new capacity for emotional experience and conceptions of self, and more reflective professional practice, and thus involve cognitive, personal, and behavioral changes (Stevens-Long et al 2012). …”

Section: Facilitate Student Learningmentioning

confidence: 99%

How to share the process of graduate advising

Wagner

Boyd

Napper³

2017

FACETS

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This paper starts a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. A companion paper provides guidance on how to communicate effectively in graduate advising. Here, we present concepts and tools that enable advisors and graduate students to collaborate effectively and share the responsibility for the student's learning. We specifically discuss (1) how to promote learning about learning to help students make sense of their experience and identify their supervision needs; (2) how to clarify roles and address conflicts of interest between different roles; and (3) how to establish an effective, learning-centered working relationship. By making the advising process explicit, using the concepts and worksheets presented here, advisors will contribute to the training of the next generation of graduate advisors.

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“…Indeed, the doctoral degree is the pinnacle of academic achievement (Hawlery, 2003;Callejo-Pérez, Fain & Slater, 2011;Jairam&KahlJr.,2012;Mujtaba et al 2008;Park,2005). Doctoral degrees are designed to develop students' comprehensive academic competence, socio-emotional abilities, leadership skills, development orientation, language skills, capacity embrace multidisciplinary approach to research and ability apply research results for commercial and social benefits (Brown, 2008;Commission of The European Communities, 2003;Consedine & Magai, 2006;Stevens-Long, Schapiro, & McClintock(2012).The production of doctoral graduates is considered to be the most important and prestigious achievement by a university. Halvorsen(2010) refers to universities that have an obligation and public monopoly of awarding doctoral degrees as "research universities.…”

Section: The Role Of Doctoral Educationmentioning

confidence: 99%

The Status Quo of Doctoral Education in Universities in Zimbabwe

Garwe¹

2015

JSE

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Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 (40%) universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.

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Passionate Scholars

Abstract: This article explores the relationships among student-centered doctoral study for scholar-practitioners, adult development, and transformative learning.

Cited by 87 publications

References 31 publications

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How to share the process of graduate advising

The Status Quo of Doctoral Education in Universities in Zimbabwe

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