Theory in Adult Development

Stevens-Long, Judith; Michaud, Greg

doi:10.1007/978-1-4615-0617-1_1

Cited by 7 publications

(8 citation statements)

References 17 publications

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“…The lucid accounts of learning were mapped against the abovementioned four avenues of learning development identified by Stevens-Long and Barner (2006). These are presented and illustrated with quotations in the Table 1.…”

Section: Avenues Of Developmentmentioning

confidence: 99%

Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

Holbrook,

Spray,

Burke

et al. 2024

SGPE

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Purpose Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey. Design/methodology/approach The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning. Findings For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge. Originality/value Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.

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Section: Avenues Of Developmentmentioning

confidence: 99%

Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

Holbrook,

Spray,

Burke

et al. 2024

SGPE

View full text Add to dashboard Cite

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“…Perhaps unsurprisingly, studies that follow students months after the conclusion of programs reveal mixed results as to program effectiveness and leadership outcomes, with many indicating that students experience a reduction in leadership capacity immediately following program participation (Day & Sin, 2011). To be clear, these findings are not necessarily indicative of poor program design or lack of student leadership development, but rather might reflect key characteristics of adult developmental trajectories in general (Stevens‐Long & Michaud, 2002), which typically unfold through an “ongoing dynamic between gains and losses” (Day & Sin, 2011, p. 545). Said another way, studies of development that limit assessment of participation to only the time horizon of the program itself miss the opportunity to describe a larger developmental picture that only reveals itself through longitudinal assessments.…”

Section: Summarizing What We Know We Do Not Knowmentioning

confidence: 99%

Addressing the known unknowns in student leader development

Rosch

Wilson

2022

New Drctns Student Lead

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This article highlights the current state of “what we know we do not know” about student leadership development and suggests specific research agendas and program assessment methods. This article includes the practical description of how rigorous methods could be used to address these issues using examples for both researchers and program assessment staff and the description of a conceptual model that could be employed to organize how leadership program outcomes are evaluated.

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“…These paths are also alluded to in modern social science theories of adult development (i.e., knowing and thinking, valuing and deciding (and acting?) , and feeling and wanting ; Stevens-Long & Michaud, 2003). Seeing God as the ultimate Truth, Goodness, and Beauty (Crumley, Dietrich, Kline, & May, 2004), Christian thought associates these paths with the attributes of God.…”

Section: Sexual Pathsmentioning

confidence: 99%

Enlightened Sexuality: Exploring the Implications of Sacred Sexuality

Carlisle

2018

Journal of Psychology and Theology

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For many Christians spirituality and sexuality are kept in separate compartments of life, limiting both spiritual formation and adult sexual development. This study explored a concept of sacred sexuality, how it might fit into adult sexual development, how it might be expressed across path preferences, and its association with sexual satisfaction. A nonrandom convenience sample of adults was recruited to measure the relationship and strength between the prevalence of sacred qualities during sexual episodes and sexual satisfaction using a multiple regression analysis. It was determined that sacred qualities uniquely predicted a significant portion (12%) of sexual satisfaction after accounting for dyadic adjustment. This study can assist clinicians and spiritual directors in advancing the sexual welfare of their communities, leading to a sexuality that is truly salt and light in the world.

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Theory in Adult Development

Cited by 7 publications

References 17 publications

Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

Addressing the known unknowns in student leader development

Enlightened Sexuality: Exploring the Implications of Sacred Sexuality

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