CHARACTERISTICS OF AN ADULT EDUCATOR AS BOTH A SUCCESSFUL GRADUATE STUDENT AND SUCCESSFUL PRACTITIONER

The purpose of this study was to examine the relationship between the characteristics of an individual who will be a successful practicing professional as perceived by practitioners in the area of adult education and the characteristics of an individual who will be a successful adult education doctoral degree graduate student as perceived by those individuals who are currently involved in directing graduate programs in higher education. This study utilized three major populations. The first survey audience was a national population of individuals involved in directing doctoral degree programs in adult education. The second survey population was the entire membership of the Missouri Valley Adult Education Association, and the third population was the Region Five Deans and Directors of the National University Continuing Education Association. A questionnaire was utilized as the data-collection tool for this survey and the same instrument was distributed to all subjects in the sample in an effort to obtain standardized information. The potential significance of this research problem area is great if adult education doctoral degree admission committees are challenged to directly relate the criteria utilized for admission to graduate study with the criteria generally accepted as indicators of a successful practicing professional. This study should establish a model which will help adult education doctoral degree admission committees respond to this challenge. It is recommended that this new approach of reviewing applications be based on the following nine characteristics: (1) Personal Qualities. (a) A sense of direction, responsiveness, persuasiveness, and follow-through. (b) Willingness to go beyond routine activities and reactions to external pressures (to be innovative). (2) Understanding of Adults as Learners. (a) Attention to the dynamics of learning. (b) Attention to reasons for participation in educational activities. (c) Understanding of both formal and informal learning activities. (3) Understanding of the Field. (a) Ability to identify educational resources. (b) Ability to utilize educational resources. (4) Managerial Competencies. (a) To be able to determine educational needs and goals of a given clientele. (b) Select and use the methods of training best suited to adult learners and programs