A study of higher education student achievement based on transformative and lifelong learning processes

Abstract

The advantages of transformative learning approaches in graduate education parallel the tenets of mentoring and lifelong learning. Under this theoretical framework, adult student achievement in leadership programming can be assessed as a developmental and individualized process. The mixed methods study presented here illustrates that it is possible to measure knowledge construction, disposition development and performance acquisition from the classroom to leadership practice through taxonomy use. The purpose of the study is to use a standards‐based taxonomy to understand the effectiveness of an educational leadership graduate degree program of two student subgroups. Based on transformative and lifelong learning theories that emphasize understanding student learning processes, students’ holistic achievement is examined in order to identify differences in student subgroup learning outcomes. The taxonomical approach used to evaluate student achievement in this study is helpful in gaining a phenomenological perspective of learning processes when evaluating the appropriateness of program design, teaching methodology and program content.