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Record identifier : 569223
Personal Name - Primary Intelectual Responsibility : Branch, Jeffrey M
Title and statement of responsibility : A case study: Engaging mentoring practice as a multi-dimensional teaching and learning strategy to promote high-level practitioner development in a graduate higher education organization development and leadership program [Thesis]
Publication, Distribution,Etc. : Widener University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Widener University
Summary or Abstract : The field of organization development and leadership (ODL) has engaged in numerous academic discussions in how to ensure the integration of theory into the practice of organization development and leadership by adult learners (student-practitioners) enrolled in their graduate programs (Kalliath, 2002b; Thomas, 2002). A number of alternative strategies (Kalliath, 2002a; Kalliath, 2002b; Luechauer & Shulman, 2002; Thomas & Landau, 2002) have been offered on how to enhance adult learner performance in this integration process. A reflection on the concept of mentoring practice surfaced for the researcher as a scholar-practitioner in the field of ODL. The focus of this study was to look at the role of the adult educator (scholar-practitioner) as an instrument in modeling the use of self and multi-dimensional teaching and learning strategies inside and outside the classroom environment that will promote high-level student-practitioner development.The study utilized a case study framework in a Middle Atlantic college's organization development and leadership program to answer the lines of inquiry explored in the research questions. There were multiple participant groups (faculty, adult learners, researcher as participant/observer) that participated in the study. Qualitative research methods (case study, action research, narrative inquiry and portraiture) were used to unearth data surrounding the topic of mentoring practice and the engagement inside and outside the classroom. The intent was to create an effective triangulation process (Mills, 2000) in the collection, analysis and interpretation of data that yielded results pertinent to the scope of the case study (Merriam, 1998).The research inquiry identified the scholar-practitioners' intent and practice and the student-practitioners' experience and impact with regards to the learning journey inside and outside the classroom. The findings indicated that mentoring practice is a highly integrated multi-dimensional teaching and learning practice which included the scholar-practitioners' modeling the use of self in the case study college's graduate organization development and leadership program. An analysis of the findings indicated: an adult learner centered consultant-client orientation system; an action learning philosophical foundation for practice; and an institutional culture that provides autonomy in designing and developing an ODL graduate program that is aligned to the case study college's mission..
Topical Name Used as Subject : Adult education
: Continuing education
Information of biblio record : TL
 
 
 
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