{"id":{"repo_id":"drake","oai_identifier":"oai:escholarshare.drake.edu:2092/323"},"canonical_url":"https://search.dev.ndltd.org/etd/drake/oai:escholarshare.drake.edu:2092/323","repository":{"repo_id":"drake","name":"Drake University","base_url":"https://escholarshare.drake.edu/server/oai/request"},"display":{"title":"A Study Reviewing Motives for Participation and the Postenrollment Transition After Completing A Graduate Degree Program","abstract":"The Problem: The purpose of this study is to compare the initial leaning objectives to the objectives achieved after completing the degree and to identify the postenrollment transition adults make after completing their degree. Procedures: The author interviewed twenty graduates of a Training and Development graduate degree program. The author asked each participant about his/her initial learning objectives and the objectives achieved after completing the graduate program. The author also asked each participant about his/her postenrollment transition after completing the graduate program. Findings: Twenty participants indicated they met their initial learning objectives and many derived unexpected benefits fiom participating in the graduate degree program. Each individual's postenrollment transition varied depending on the his/her personal situation. Conclusions: Most students meet their initial learning expectations. Upon completing a graduate degree program, some students may derive unexpected benefits. Students experience a wide range of feelings in conjunction with the postenrollment transition associated with graduation. Recommendations: Research should be conducted that surveys participants prior to the learning experience and again after the learning experience has been completed to compare the initial learning objectives to the derived benefits. Likewise, during the postenrollment transition period, the researcher should contact the subject to track the transition over time. Finally, additional research is needed to determine if various demographic variables impact the student's postenrollment transition.","abstract_html":"The Problem: The purpose of this study is to compare the initial leaning objectives to the objectives achieved after completing the degree and to identify the postenrollment transition adults make after completing their degree. Procedures: The author interviewed twenty graduates of a Training and Development graduate degree program. The author asked each participant about his/her initial learning objectives and the objectives achieved after completing the graduate program. The author also asked each participant about his/her postenrollment transition after completing the graduate program. Findings: Twenty participants indicated they met their initial learning objectives and many derived unexpected benefits fiom participating in the graduate degree program. Each individual's postenrollment transition varied depending on the his/her personal situation. Conclusions: Most students meet their initial learning expectations. Upon completing a graduate degree program, some students may derive unexpected benefits. Students experience a wide range of feelings in conjunction with the postenrollment transition associated with graduation. Recommendations: Research should be conducted that surveys participants prior to the learning experience and again after the learning experience has been completed to compare the initial learning objectives to the derived benefits. Likewise, during the postenrollment transition period, the researcher should contact the subject to track the transition over time. Finally, additional research is needed to determine if various demographic variables impact the student's postenrollment transition.","abstract_has_math":false,"creators":["Summers, Julie"],"institution":"Drake University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-02","date_published":"2001-02","updated_at":"2026-07-27T19:19:36Z","subjects":["Adult education.","Motivation in adult education.","Continuing education."],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["2001 .S64"],"render_values":[{"text":"2001 .S64","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2092/323","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Summers, Julie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2006-02-28T19:24:26Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2006-02-28T19:24:26Z"]},{"key":"dc:date.issued","label":"Date","values":["2001-02"]},{"key":"dc:publisher","label":"Institution","values":["Drake University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult education.","Motivation in adult education.","Continuing education."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["2001 .S64"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2092/323"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["vi, 58 leaves. Advisor: Thomas S. Westbrook."]},{"key":"dc:description.abstract","label":"Abstract","values":["The Problem: The purpose of this study is to compare the initial leaning objectives to the objectives achieved after completing the degree and to identify the postenrollment transition adults make after completing their degree. Procedures: The author interviewed twenty graduates of a Training and Development graduate degree program. The author asked each participant about his/her initial learning objectives and the objectives achieved after completing the graduate program. The author also asked each participant about his/her postenrollment transition after completing the graduate program. Findings: Twenty participants indicated they met their initial learning objectives and many derived unexpected benefits fiom participating in the graduate degree program. Each individual's postenrollment transition varied depending on the his/her personal situation. Conclusions: Most students meet their initial learning expectations. Upon completing a graduate degree program, some students may derive unexpected benefits. Students experience a wide range of feelings in conjunction with the postenrollment transition associated with graduation. Recommendations: Research should be conducted that surveys participants prior to the learning experience and again after the learning experience has been completed to compare the initial learning objectives to the derived benefits. Likewise, during the postenrollment transition period, the researcher should contact the subject to track the transition over time. Finally, additional research is needed to determine if various demographic variables impact the student's postenrollment transition."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A Study Reviewing Motives for Participation and the Postenrollment Transition After Completing A Graduate Degree Program"]}]}],"canonical_facts":{"dc:creator":["Summers, Julie"],"dc:date.accessioned":["2006-02-28T19:24:26Z"],"dc:date.available":["2006-02-28T19:24:26Z"],"dc:date.issued":["2001-02"],"dc:description":["vi, 58 leaves. Advisor: Thomas S. Westbrook."],"dc:description.abstract":["The Problem: The purpose of this study is to compare the initial leaning objectives to the objectives achieved after completing the degree and to identify the postenrollment transition adults make after completing their degree. Procedures: The author interviewed twenty graduates of a Training and Development graduate degree program. The author asked each participant about his/her initial learning objectives and the objectives achieved after completing the graduate program. The author also asked each participant about his/her postenrollment transition after completing the graduate program. Findings: Twenty participants indicated they met their initial learning objectives and many derived unexpected benefits fiom participating in the graduate degree program. Each individual's postenrollment transition varied depending on the his/her personal situation. Conclusions: Most students meet their initial learning expectations. Upon completing a graduate degree program, some students may derive unexpected benefits. Students experience a wide range of feelings in conjunction with the postenrollment transition associated with graduation. Recommendations: Research should be conducted that surveys participants prior to the learning experience and again after the learning experience has been completed to compare the initial learning objectives to the derived benefits. Likewise, during the postenrollment transition period, the researcher should contact the subject to track the transition over time. Finally, additional research is needed to determine if various demographic variables impact the student's postenrollment transition."],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["2001 .S64"],"dc:identifier.uri":["http://hdl.handle.net/2092/323"],"dc:language.iso":["en_US"],"dc:publisher":["Drake University"],"dc:subject":["Adult education.","Motivation in adult education.","Continuing education."],"dc:title":["A Study Reviewing Motives for Participation and the Postenrollment Transition After Completing A Graduate Degree Program"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T19:19:36Z"}