Learning scenario
In the 2000s, I wanted a master’s degree, so I began to explore different programs that would fit into my professional and personal life. I found a program at a local university from their “School of Adult Learning” (SAL). SAL offered a unique opportunity to provide adults with tailored master degree programs. These programs were designed by students under the auspices of a faculty mentor.
I enrolled and designed a “coaching” degree: Master of Arts in Applied Professional Studies in Personal and Professional growth. I plugged in my “competencies” into a schematic as part of the design process. My studies would be in pursuit of these competencies in formal or informal ways, but most of the competencies were designed for informal instruction. The degree also required formal organizational leadership instruction taught by SAL faculty. It did not work, at least, for me.
The formal instruction went well. I passed the seven courses required of me. However, I failed to launch the informal instruction that I had designed for myself. This stood against Knowles assumptions of adult learners. My self-concept was one of being a self directed human being; I was experienced; I was ready to learn—using this education in alignment with my professional career; I was thinking about how I can enhance my career to problem solve, and I thought I had intrinsic motivation to get it done.
What went wrong?