A PROPOSED FRAMEWORK FOR DESIGNING ADULT EDUCATION PROGRAMS FROM THE PERSPECTIVES OF ADULT EDUCATION PROFESSIONALS

Abstract

This grounded theory research aims to generate a theoretical model by developing frameworks for designing adult education courses and training in higher education institutions (HEI) in an Asian country through the perspective and experiences of adult learners. Using purposive sampling, the participants were 13 HEI middle managers who were sent to the University of Toronto in Canada to be trained on how to meet the emerging needs of adult education professionals.  The participants were asked to write down their reflections based on guide questions that asked about their insights regarding the success and challenges they encountered during their two-week adult education training. The data were analyzed using Glaser and Strauss’s (1967) model of grounded theory analysis which includes theoretical sampling, constant comparison, and theoretical sensitivity. The findings of the study generated a multi-level theoretical framework, an iterative process from the conceptual stage to the evaluation stage of an adult education program, that will assist HEIs in crafting sustainable adult education programs that exemplify best practices from the academe, industries, and businesses.  The model will be useful for HEIs who are looking for innovative adult education models.