v. o. b. , . 2.5.: . b. 2.. .522." , . .. . . “what A 2 . u. 2.2.1.. 2... 2%. a .. um. .5. .0...“ x»: ... . .. $.21. .. 1.“... .¢.flnf i . _..,... ).1 «Kuh- V c a V»: s in .... .- a w.- .u u u . . 0" try ndpvm. “..—‘r..l’l”"lt “up". D1 In“ 2 in . .r......mru..m>. Jr Vfiwunr . ....o. bk“ maxim?»— £113.... . . n. . Jm Ltthrm E2 -3‘ 2!. . l: ‘1 r 2 . ’r- 1!... noun»: 5 lt....~ Y." .5“. .. . , . . . . . . . .Vw”..¢n.....:l. Itié‘n‘ 2. s 2.... . s 23......4) 4....“ “aloofbr .- e L. 2 72..."... .. » . marlif . \. )1... . .3254: .C\.Juh ..¥.¥ .. .4: s :P- f. .3 I 71.13. .. I. R2)” .2 'i\ . . .. .chlufvt‘ F, ...,u.z.r.£.:. :5... 5&8? . . 2;! ..I}|n;:..|ltx . ultln‘lrivl {70), A .. -. .. .- . . . . 7-225.323: a 33‘ I}? t.. iflaor l 2...: . .l‘fl’ 4 .. ni..¢..‘...r ‘: . .4: v. F 22 |llm‘llillll‘llllllfil LIBRARY { 3 1293 00771 2486 ”china State ‘ University . J fl This is to certify that the dissertationentitled A COMPARATIVE STUDY OF THE MOTIVATIONS OF SEVENTH-DAY ADVENTIST PROFESSIONAL MINISTERS FOR CONTINUING EDUCATION PARTICIPATION presented by Patricia Ann Oetman has been accepted towards fulfillment of the requirements for Educational Administra- Ph. D. demin tion '. ’f y (fiajor Srgllessor . | lb l I DaeDecember 6, 1989 : F MS U is an Afl'mnatiw Action/Equal Opportunity Institution 0-12771 ‘ PLACE ll RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or betete dete due. ll DATE DUE DATE DUE DATE DUE I 368%? 101152005 1L -—] MSU Ie An Affirmative Action/Equel Opportunity lndltutton A COMPARATIVE STUDY OF THE MOTIVATIONS OP SEVENTH-DAY ADVENTIST PROFESSIONAL MINISTERS FOR CONTINUING EDUCATION PARTICIPATION BY Patricia Ann Oetman A DISSERTATION Submitted to , Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Educational Administration 1989 ABSTRACT A COMPARATIVE STUDY OF THE MOTIVATIONS OF SEVENTH-DAY ADVENTIST PROFESSIONAL MINISTERS FOR CONTINUING EDUCATION PARTICIPATION BY Patricia Ann Oetman The purpose of this study was to measure some aspects of continuing education motivation for ordained Seventh-day Adventist pastors in North America. The Education Participation Scale (EPS) was the instrument used to answer research Question 1: What are the self-reported motivationa_for continuing educaaion for thia population: The results were factor analyzed into six, factors and then divided into triads: (1) community service, cognitive interest, and professional advancement, with a group mean total of 9.2; (2) external expectation, social contact, and social stimulation with a mean total of 6.8. A comparison of the groups indicates which motivations are most effective for continuing ministerial education. The second triad shows the motivations receiving a lower rating. The BPS group mean factor scores for this population showed a 19% overall higher motivational strength, when compared with the 20,000 International BPS Data Bank averages. Research Question 2, Does this population haya additional motivational factors not measured by the BPS? was answered by items in the second instrument, the Investigatory Addendum. The resulting third triad of factors--religious desire, personal growth, and organizational loyalty--had a group mean total of 9.1, which is equivalent with the highest EPS triad. The data represents exploratory information without claim for generalizability. Question 3: Eaat ia,thafrelationship(s) between activation and ministerial age levels? revealed no significant correlation. between any of the motivational factors and age. Other age-based data may, however, be helpful to practitioners. Question 4, What is the relationahiDLalabatween motivation_aad task-preference? was designed to utilize the questionnaire's rank-ordered ministerial task preferences in multivariant statistical analysis with the nine motivational factors of the instruments. The eight tasks were counseling, administration, preaching, youth ministry, academic study and teaching, projects, and visiting. Data revealed which motivational factors were highest for each task. Continuing education programmers who approach programming from the perspective of tasks may, therefore, potentially predict target audience motivation for this population. Copyright by PATRICIA ANN OETMAN 1989 TABLE OF CONTENTS LIST OF TABLES Vii LIST OF FIGURES ix CHAPTER I: INTRODUCTION 1 Background 1 Problem of the Study 7 Purpose and Significance of the Study 8 Questions of the Study 9 Delimitations 10 Limitations 10 Definition of Terms 11 Organization of the Dissertation 14 CHAPTER II: REVIEW OF THE LITERATURE 15 Continuing Professional Education 15 Continuing Ministerial Education 26 Motivation for Participation in Continuing Education 32 Historical Review of Concepts and Models 33 Motivational Studies and Development of Instruments 56 The Relationships Between Age and Motivation for Educational Participation 65 The Relationship Between Task-Preference and Motivation for Educational Participation 70 iv CHAPTER III: METHODOLOGY Overview Type and Design of Research Population and Sample Description Instrumentation Collection of Data Data Analysis EPS Data Age Data Task-Preference Data Comparing Motivational, Age, and Task- Preference Data Investigatory Addendum Qualitative Data Analysis CHAPTER IV: RESULTS Introduction Data Collection The Pre-Test Qualitative Study Research Questions Additional Findings Summary CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS Synopsis Conclusions and Discussion Recommendations for Further Study 72 72 72 76 76 81 81 82 82 83 83 83 84 85 85 85 86 88 131 134 139 139 141 149 APPENDICES Appendix A Appendix B Appendix C BIBLIOGRAPHY vi 153 153 163 171 174 Table 10. 11. 12. 13. LIST OF TABLES Motivation Factors Mean of Each of the 40 EPS Question Responses Ranked From Highest to Lowest Mean of Each of the 12 Addendum Question Responses Ranked From Highest to Lowest Mean Number of Points, Standard Deviations, and Ranges in Each Factor Group Means of Each of the 52 Question Responses, Ranked From Highest to Lowest (Upper 50% of Population) Group Means of Each of the 52 Question Responses, Ranked From Highest to Lowest (Lower 50% of Population) Pearson Correlation Coefficients Relating Motivational Factors to Each Other Pearson Correlation Coefficients Between EPS and Addendum Questions Pearson Correlation Coefficients Comparing Addendum Items With Each Other Six EPS Factors Related to Three Addendum Factors by Multiple Regression (t & F are equal to or greater than .05) Number of Ministers in Each Age Group Group Factor Scale Score Means by Age Group Motivational Factors Ranked by Age Group, Highest to Lowest Page 89 95 100 103 104 105 108 109 110 112 114 115 117 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Ranked Motivational Factors by Age Group First-Chosen Task-Preferences Rank-ordered Within Each Age Group (a) Age Groups Divided into First-Chosen Task- Preferences by Percent; and (b) First-Chosen Task-Preferences Divided into Age Groups by Percent First-Chosen Task-Preferences Rank-Ordered by Age Groups (a) Number of Participants Who Rated Preaching, Visiting, and Conducting Bible Studies as Their Top Three Preferences; and (b) Number of Part- icipants Who Rated Preaching, Visiting, and Conducting Bible Studies Among Their Top Four Preferences Means of Motivational Scores for Ministers By Task Preference Ranked Motivations for Ministers Grouped by Task-Preference (Rank Orders Derived From Motivational Mean Scores) Motivational Factors Related to Top-Chosen Tasks, by Multiple Regression Multiple Regressions of Motivational Factors and Task Preferences Motivational Items Listed Under Factors Motivational Items Listed Under Factors Individual Profiles 118 119 121 122 126 127 129 130 132 135 136 170 LIST OF FIGURES Figure 1. An Individual EPS Profile Using Mean Factor Scores 2. Ministerial Group EPS Mean Factor Scores 3. A Comparison of Adventist Ministers with International EPS Data Bank #1 4. A Comparison of Adventist Ministers with International EPS Data Bank #2 5. Comparison of Adventist Ministers with EPS Data Bank Population and Addendum Items 6. Percentage of Respondents Who Scored Each Factor Highest 7. Task Preference by Percentage 8. Houle's Types of Adult Learners 9. Education for Vocational Competence, Lower-Middle-Class Level 10. Education for Vocational Competence, Lower- Middle-Class Level 11. The Relationships Among the Benefits that a Learner May Expect From a Learning Project 12. A Model to Explain Adult Education and Drop-out 13. Rubenson's Paradigm of Recruitment 14. Chain-of-Response (COR Model for Understanding Participation in Adult Learning Activities 15. Classification of the Members of a Profession According to Extent of Adoption ix Page 90 91 96 97 102 107 125 153 154 155 156 157 158 159 160 16. Model of Participation in Continuing Education 161 17. Proficiency and Motivation 162 CHAPTER I INTRODUCTION This study is concerned with ordained ministers' self- reported motivations for participation in continuing education in the North American Division of Seventh-day Adventists. There is a particular emphasis on motivation comparisons with age and task preference in order to provide program planning research data. Background of the Study Throughout its 126-year history, the Seventh-day Adventist Church has been interested in theological education, but it is a relative new-comer to the more sophisticated field of professionally directed continuing education. This recently evolving commitment has produced important decisions creating a much more significant emphasis on post-seminary training or continuing professional education. This relatively recent interest began in the 19705 and resulted in the Ministerial Association's organization of the Academy for Adventist Ministers in 1972. This attempt proved to be somewhat symbolic as it failed to exist for very long and was replaced in 1981 by the present Center for Continuing Education in Ministry (CCEM). This center is 2 located at the Seventh-day Adventist Theological Seminary, Andrews University, Berrien Springs, Michigan. CCEM has been steadily strengthening its organization and offerings. It has prepared official guidelines with positional needs rationale which cites continuing education advancements in other professions and their implications for the Adventist ministry. The center has also implemented church council actions, directed degree and non-degree programs, and conferred Continuing Education Unit credit (CEUs). CCEM sponsors a growing number of events, seminars, and home-based courses (CCEM Guidelines, 1985). Other demonstrations of continuing education interest have been evidenced by some local conference promotions and surveys. A doctoral dissertation study designed to study the coping capacities of pastors reported, "Seventy percent evaluated continuing education as highly effective in providing a strengthening, refreshing break in their ministries" (Shoun, 1981, p. 101). In 1981, the president of the North American Division of the church, Charles Bradford, requested the Institute of Church Ministry to conduct a broad continuing education needs assessment. This is the first significant research to study the opinions of pastors, presidents, directors, and church judicatory and was completed by Dr. Penny Shell in 1983. Shell asserted, "It would seem that the time is right 3 for the development of better programs of continuing education for ministry" (1983, p. 4). Shell's assessment was framed in terms of an over-all planning structure which compared what was being done with the more ideal concepts and requests expressed by the respondents. The study also included recommendations for revising and changing of goals and programs. This seminal study alleged that, "The present study is just one step in the development of programs and resources of continuing education for ministry and must depend on the other steps being taken in order to realize its ultimate purpose" (p. 5). Shell's questionnaire initiated inquiry into educational motivations of Adventist ministers by including a few items in this category (p. 323). She urges greater effort toward understanding current needs which would allow for "careful planning" (p. 317). She lists twelve specific recommendations for future study that would help to strengthen the foundations for advancement in the professionalization process. Two of the twelve recommendations involve age-level or career-stage issues that confront program planners (p. 316, 317). The background of the present study is rooted in the substantial research done by Shell, in which she initiated both the motivational and age-level considerations. This investigation involves Shell's envisioned essential and foundational data base (p. 315). 4 Another background element contributing to the significance and need for the present study emanates from the field of continuing professional education. With the desire to professionalize continuing education comes the need for an over-all analysis of content and program effectiveness. Philosophy, values, goals, and instructional objectives are scrutinized and presentations are often reorganized. Nevertheless, in this "High Tech, High Touch" Megatrends age (Naisbitt, 1982), more is needed than minor reorganization of the curriculum. Today's adult learners are eager to have their personal agendas addressed (Brookfield, 1986; Cross, 1981, pp. 90, 91; Kowalski, 1988, p. 17). In his 1988 book, Effective Continuing Education for Professionals, Cervero says: Many continuing professional educators believe that the information most directly applicable to fostering participation is direct evidence from their target audience about the reasons for and the deterrents to their participation. Educators routinely collect this information by surveying program participants and, less frequently, the potential audience for their programs. With this information in hand, program format, location, content, cost and other factors can be manipulated to increase the likelihood that professionals will participate in their educational programs (p. 64). Alert continuing professional education CPE programmers carefully consider the adult-student participatory movement. As we close this century, they are aware that traditional 5 teacher-dominated education is becoming passe'. Increasingly efficient programmers employ researchers and instrumentation to ferret out the motivation for participation in the members of target audiences (Cervero, 1988, p. 63; Long, 1983, p. 191). They realize that they must go beyond traditional professional training content and method, or risk losing their more mature adult audience. They know also that they must transcend the employment institution's agenda and sensitively respond to the student's internal motivations (Cross, 1981, pp. 89-97). (The use of the terms "needs," "wants," "interests," and motivations" will be discussed in Chapter II.) Boshier, motivational researcher and instrumentation author, after fifteen years of study concludes: Modern adult educators . . . have a vested interest in learner-centeredness, because programmers' jobs often depend upon their ability to attract participants. Thus much motivation research is fueled by a desire to mount persuasive marketing and publicity strategies congruent with the needs and motives of potential participants. Both researchers and practitioners are interested in the motives and orientations that impel people into adult education programs (Boshier and Collins, 1985, p. 114). Yet another element of need is derived from the lack of research in the field of ministerial motivation for continuing education. Other professional population groups (such as nurses, doctors, dentists, social workers, and lawyers) have participated in motivational research: but, a 6 search of the literature to date reveals no motivational studies of professional ministry in any denomination in North America, other than the introductory work of Shell. This reality seems to underline again both the need and desirability for doing the present study. It appears important at this point to connect the issue of the lack of a motivational data base with the primary participants and/or organizational needs. The converging needs of the three groups are illustrated in the model on page 7 as: the church as employer, the minister as learner/student, and the continuing education providers. These providers are represented in this case as the employing church or conferences, The Seventh-day Adventist Theological Seminary, the Center for Continuing Education in Ministry (CCEM), and other independent providers. Cervero and Young (1987) discuss their typology which depicts degrees of interdependency between provider organizations. It seems important for the various providers within the church to work in harmony from a unified data base, lest "collaboration, coordination, and cooperation be replaced by "competition, parallelism, and monopoly" (Cervero, 1988, p. 96). This study is perceived as being only one of the many profiles, components, or building blocks needed by interdependent providers and program planners who desire to facilitate better programs. Boshier and Collins may well summarize this 7 introductory background rationale for the present study's need and significance when they say, "The interest in motivational orientations stems from the almost universal desire to tailor program content and processes to the needs, motives and interests of learners" (1985, p. 113). zTheoryondPractlooconwpto 1. Common Needs Em 5. Outcome The P ob on o t o Stud In order to remain relevant in today's world, the Seventh-day Adventist Church must recognize many contemporary constraints, including those of necessary professional ministerial lifelong learning, and those of a 8 learner-centered motivational agenda. Penny Shell's significant needs assessment study for the North American Division (NAD) Church investigated the general continuing education parameters and pointed solidly to areas of data base need: The recent interest and effort invested in continuing education for ministry within the Seventh-day Adventist Church will no doubt lead to the development of programs and resources. Interest and effort, however, cannot provide effective programs nor assure quality without careful research into the needs. The absence of such research is a clear problem for effective planning (1983, p. 4). A search (See "Background" in Chapter I and "Continuing Ministerial Education" in Chapter II) reveals that to date, little has been done to provide such a research data base for continuing education motivation. This vacuum, therefore, forms the basis of the problem. The specific problem addressed in this study, however, is the need of the program developer for a data based understanding of the learner's motivation in order to create effective continuing education programs. The Purpose and significance of the study The first purpose of the study is to effectively employ motivationally reliable concepts and valid instrumentation in measuring ministerial motivation, and to generate an adequate research data base for the North American population. Special emphasis will be given to age-related 9 and task-preference considerations. The second purpose is to analyze, correlate, compare, and report the results in a clear and usable form. The significance of the need has been dealt with earlier, but the significance of the general purpose of making a contribution to the continuing education data base will depend on clarity and utilizability for the continuing educational practitioners and planners. Questions of the Study The research questions to be dealt with in this study are: 1. What are the specific self-reported Educational Participation Scale (EPS) (See Chapter III) motivations for participation in continuing professional education of randomly-selected Seventh-day Adventist ministers in North America? 2. Does this unique ministerial population sample appear to have additional motivational factors (religious, personal growth, and organizational loyalty) which are not dealt with specifically in the EPS model? 3. What is the relationship(s) between age and motivation for this sample? 4. What is the relationship(s) between rank-ordered ministerial task-preference and motivation for 10 this sample? Delimitations In the review of the literature, not all of the accumulated body of research of non-ministerial continuing education or motivation is utilized. Preference is given to the most recent research, except where particular studies had "landmark" characteristics. Priority is given to models, concepts, and theories of adult learning which seem to the researcher to be most relevant to the population under consideration. mm This investigation is limited to Seventh-day Adventist ministers in North America; and thus, generalizability is not claimed for other geographical areas, other denominations, or across time. This study may be limited by self-selection of voluntary randomly-selected respondents. There is the possibility that some respondents may be influenced by their perception of the religious or social "desirability" or the "undesirability" of certain items. Additionally, the study calls for retrospective recall, which may be flawed; and self-reported data, which has well-known limitations. Part of the purpose of this project is to investigate the capacities of the psychometrically defensible EPS to measure the motivation of the ministerial population from which the 11 sample was drawn (See Research Question 2). No effort, is undertaken with the intention of developing an instrument: and thus, no bid is made to establish validity or reliability for the Investigatory Addendum as it relates to any population. The primary goals of this project are spelled out in the research questions. There is no attempt to include all feasible statistical analyses or exhaustive approaches to the data. Effort is not made to establish causal relationships as the research is designed to investigate correlational relationships. Definition of Terms Adventist: The abbreviated form of Seventh-day Adventist. Age and Motivation: Research Question 3 involved possible correlational relationship between factor scale scores of motivation and age levels of ministers. If such correlations were discovered, they might produce effective guidelines for program planning for age discrete audiences (see pp. 64-68, 82-83). Center for Continuing Education in Ministry (CCEM): An organization formed in 1981 to provide a more professional level of post-seminary or continuing professional education for ministers in the Seventh-day Adventist Church. The center is located at Andrews University, Berrien Springs, Michigan. It is slowly 12 increasing in importance as the church and the seminary endeavor to forge effective relationships and delivery systems. Conference: This is the term which usually denotes the local state organization which is the employing agency. Many local congregations belong to each conference. Continuing Education [CE and Continuing Professional Education (CPE)]: The terms in this study are used to designate post-professional or post-seminary purposeful educational effort in the general broad sense. In a more narrow sense when the EPS Instrument is used, it will denote only relatively formal study in courses, workshops, home study courses and other classwork. Continuing Education Units (CEUs): This is a uniform unit of credit which designates a specified educational quantity of effort. It does not have value toward degrees but indicates professional effort in the non- academic arena. Some professions mandate a certain number of credits per year. Education Participation Scale (BPS): This is a well-known self-evaluating instrument designed to measure motivations for adult participation in continuing education. This is usually defined as post-secondary formal effort unless "professional" is attached to continuing education, indicating post-professional endeavors. 13 Dr. Roger Boshier has worked with the instrument has created for 15 years: and nearly 20,000 subjects have completed the 40-item, 6-factor scale instrument. Factor: This is a clustering of EPS items around a common motivational heading for "factor." Ge era onfe e c : The central governing organization of the Seventh-day Adventist Church which is located in Silver Spring, Maryland. Seventh-day Adventist Church (SDA): A worldwide conservative Protestant church of six million members with General Conference Headquarters in Silver Spring, Maryland. Seventh-day Adventist Professional Ministerial Association: The Washington-based association open to all Adventist ministers. It publishes the professional journal, Ministry. Seventh-day Adventist Theological Seminany: There are several seminaries worldwide, but this is the only one located in North America. It is connected with Andrews University, Berrien Springs, Michigan; and holds full accreditation with the accrediting body called The Association of Theological Schools. It offers several masters-level degrees, the D. Min., the Th. D., and several Ph.D's. 14 Societynfor the Advancement of Continuing Education for Ministers (SACEM): A interdenominational American professional organization for persons involved in continuing education for ministry. It was established in 1967, and has headquarters at the University of Hartford, West Hartford, Connecticut. Task Preference: A term used in Research Question 4, which refers to the ordinary tasks in which ministers engage, such as visiting, administration, Bible studies, youth ministry, projects, counseling, academic study, and preaching. Ministers were asked to rank the tasks in the order of which were enjoyed most. This data was studied correlationally with motivation in order to discover any predictability of motivation for ministers selecting specific tasks (see p. 68-70, 83). Organization of the Dissertation Following this introduction, a review of the literature related to continuing professional ministry and motivational concepts will be presented in Chapter II. The methodology of the study will be described in Chapter III, and the results of the research are reported in Chapter IV. Recommendations and conclusions are presented in Chapter V. CHAPTER II REVIEW OF THE LITERATURE There are three arenas of literature that appear integral to this study (see p. 7): Continuing Professional Education (CPE); Continuing Ministerial Education (CME); and Motivation for Participation (MP). It seems essential to succinctly delineate the contribution and background roots of each field because of their special relationship and impact on the present study. Continuing Professional Education An overview of this body of literature reveals the milieu, or macrocosm, that delivers imperatives to Continuing Ministerial Education, the microcosm or the area in which the present study originated and will be operative. The purpose of this section is to briefly define and describe the field of CPE and its contemporary issues of program and approach. This will conclude with the applicational imperatives which create the climate for the second review of the literature, continuing professional ministerial education. It is necessary to clarify Eng; a "profession" is, along with Eng is a "professional." The common parameters for both questions, though differing, usually include 15 16 persons with higher eduction, who have influence and control in a service-oriented manner, over the lives of others through their access to valuable information and skill (Goodlad, 1984, p. 5). This valuable systematic body of knowledge is applied to important societal situations and involves problem-solving expertise, the ethical use of power, and a historical consensus with licensing boundaries. In addition, a professional association, along with society, places expectations on members, including deficiency correction and updating (Houle, 1980, p. 27; and Cervero, 1988, p. 7). Each profession has a systematic knowledge base with four essential properties: "It is specialized, firmly bounded, scientific, and standardized" (Schon, 1983, p. 23). Schon also argues that a professional has a wide repertoire of principles and methods to bring to the diagnosis and treatment of a new situation. The situations a professional meets have enough commonalities that professional learning can be generalized, and can contain enough differences so that a professional must surpass "cookbook technology" and apply wisdom to complex or ambiguous situations (1985). A professional might be visualized as an individual with one arm reaching into the world of the scientific technology data base, and the other arm in contact with the issues and problems of the world. The professional reflects with skill and artistry and becomes a liaison, or mediator, 17 in problem-solving (Cervero, 1988). Continuing education practitioners in all professions tend to have similarity of goal, method, process and issues. Most of these professions now understand the need for lifelong professional education (Cervero in Merriam, 1989). The education of professionals is usually divided into pre-professional training, professional school, practice and continuing education. CPE has become a movement toward a distinct field of practice, increasingly differentiated from the undergraduate and graduate training (p. 514). The entire life of the professional through retirement is expected to be involved in the concept of lifelong learning which benefits society. Ordinarily, the sponsors or providers of CPE are employers, independent providers, professional associations, professional schools independent of universities, and universities with their sub-unit professional schools, colleges, departments and continuing education units. There is no central CPE center or organization (Stern, 1983, p. 8). On the whole, CE programs and providers have been linked to their respective fields of practice, rather than to each other. CE in each profession has tended to be directed by its own members; although, there is a growing concept that individuals trained in CPE would have the most to offer (Cervero in Merriam, 1989, p. 515). 18 The issues which surface in the literature include that of responsibility. Who is to be held accountable for CPE content, production, production, marketing, and mandating? There is a wide range of opinion which extends from the employer, to the associations, to the professional schools and universities, and even to licensing boards. Houle is definitive, on the one hand, in his insisting that professional schools continue to take responsibility for the CPE and human resource development of their alumni (1980, p. 178). On the other hand, he concludes that, "Each professional must be the ultimate monitor of his or her own learning, controlling the stable or shifting design of its continuity" (p. 13). Another controversial issue which concerns CPE is that of "mandating." Cross discusses the irony of compelling people to continue learning how to be highly motivated, self-directed, voluntary learners. She concludes: (1) As a group, people who are required to learn are more likely to have up-to-date information than people who are not so required. (2) People who are motivated to learn are more likely to be better informed than people who are merely serving time in class. (3) Voluntary learning is most effective, but compulsory learning is better than nothing (1981, p. 43). All states use required CPE as a basis for relicensing members of professions (Cervero in Merriam, 1989), but there has been very little growth in those mandating requirements 19 since 1980. The reason may lie in the fact that most professionals (75%) were found to participate beyond mandated levels anyway (Phillips, 1987, noted in Cervero, 1989, p. 522). A third issue in CPE literature involves collaboration or competition among the providers. In some cases collaboration of the various entities is thought to be much more efficient. On the other hand, competition among providers becomes the historically documented way to increase choice and quality. Quality in the professions and in continuing professional education is also a dominant issue in the literature. Cervero states, By the late 19603 . . . the public's evaluation of the professions began to shift from approval to disapproval. Where once the virtues of the professions were emphasized, their failings became the center of de- bate . . . . The public's perception of professional inadequacies has brought the legitimacy of all professions into serious doubt (1988, p. 19). Stern says, "There is . . . hardly any agreement about what constitutes acceptable performance" (1983, p. 8). Schon (1983) argues that many practitioners perceive their professional knowledge is being "mismatched to the changing character of the situations of practice . . ." (p. 14). Houle laments, "The most startling and ironic characteristic of continuing education, except in a few of the . professions, is its discontinuity in the experience of the 20 individual practitioner" (1980, p. 122). Houle further explains that imparting knowledge and satisfying the participants are only beginnings to effective continuing education. He asks about the extent of understanding, the increase of competence, and the building upon new learning subsequent to the learning activity, and then he adds, In profession after profession, the answers to these questions have so far been discouraging; efforts at teaching and learning seem to have had all too little effect upon practice. A sense of despondency is sometimes expressed even by those who have devoted their careers to the process of lifelong learning (p. 8). The concept above leads into the CPE issue of retention. Jarvis places the responsibility squarely when he says, "The learner should acquire the ability to apply that knowledge since a knowledgeable practitioner who is unable to apply knowledge is little better than a practical person who has no knowledge to apply" (1983, p. 95). Todd adds, "To be relevant to daily practice, continuing professional education must be tied to what practitioners actually do" (Argyris & Shoen, 1987, p. 28). Houle lists three modes of delivering or experiencing CPE: inquiry, instruction, and performance, and states: "The mode of performance is the process of internalizing an idea or using a practice habitually, so that it becomes a fundamental part of the way in which a learner thinks about 21 and undertakes his or her work" (1980, p. 32). Cervero explains that, "Educational programs are temporary, artificial environments that require learners to remove themselves from their natural environments to acquire new capabilities" (1988, p. 141). He further suggests that unless a program was long enough and powerful enough to produce a discernable change in professional performance, and unless program outcomes can be objectified in behavioral terms, the applicational evaluation of retention may be a waste of resources (p. 143). The issues of integration, implementation, and retention are dealt with to illustrate the reality of CPE approach and content issues. If these are not considered in reference to quality and outcome, professional continuing education content and method may not be taken seriously enough. Program planning is involved foundationally with many of the issues in CPE. Poor planning and programs can create negative issues. Careful, research-based planning for quality programs can solve many of those negative issues and go beyond to create the excellent positive potentiality often demonstrated in CPE endeavors. Two studies in the area of program planning seem to describe a framework for the practitioner's approach to his job. The framework offered by Pennington and Green (1976) is considered important because it developed from a study of 22 52 planners in six different professions of eleven higher educational institutions. When these planners were asked what guidelines they used, they described a commendable systematic approach. When, however, they were detailing what actually took place, a real dichotomy emerged. Practice didn't resemble theory. They skipped needs assessments, used few sources, skipped forming objectives, overlooked relating the design to learner characteristics, and failed to do minimally respectable evaluations (Cervero, 1988, pp. 115-129). Houle (1980) did extensive research with 17 professionals and subsequently created a Triple-Mode Model of program development. From that research he created a quality foundation approach. He insisted that the first step in planning is to seek the help of participants in analyzing what the standards of good practice for professionals should be. Houle believes this can be done for an entire profession, an organization, a region, or a department. Quality in professional practice is the primary goal. The resulting concept removes the "felt needs" of the participant from top priority for professionals. Houle is sensitive to the needs of learners but does not count them the highest priority for those making a "profession" of expertise in some significant arena in society. Geared to standards of excellence, this model collects data from what is actually happening in the profession and 23 identifies the discrepancies between the norm and reality. Programming is then directed toward correcting the deficits through staff involvement (1980, pp. 230-34). This, then, represents a criterion-referenced, standard-based, quality- in-practice directed framework. The Pennington and Green planners represent a rather situational, systematic textbook approach in theory, but in actual practice, there is little application of that theory. These two studies serve to illustrate some points of reality in CPE. Some educators in the "profession" of delivering continuing education are conscientiously careful and some are not, giving only cognitive assent to guidelines. Houle, on the other hand, researched the problems and created a better way to approach CPE. This is illustrative of the element in the profession with one arm reaching for researched concepts that can be applied with the other arm to evolving issues and problems in CE. The literature reveals much about what is being done to produce a high quality of programming. There is no one "good" practice because contextual, situational, motivational, and relational factors must each contribute. Cervero considers "individualization" to be the priority which he describes as having these concerns: awareness of participant entry level; emphasis on learner motivation; increased practical skill with an opportunity for the professional to use discovery methods to test 24 problematic solutions; coaches who demonstrate reflectively "how they would" perform; contextual consideration involving the participant; and more emphasis on what the learner does than on what the teacher does (1988, p. 56). The research reports that professionals as a whole, are more versatile in their capacities for continuing education than are some other groups. They have ordinarily been successful in academic pursuits, and thus, they find fewer barriers to traditional educational methods (Cross, 1981). The formal, corporate approach which seems to be the "easiest," still has some value, although this format is not, of course, restricted to the lecture method. Diversification of method and demonstration is continually making even this traditional approach more appealing. Professionals especially appreciate the formal, individualized thrust of smaller workshops which allow the classmate and learner's input together with the facilitator's personal attention. The informal, directed mode describes the learner as utilizing experts and coaches. Many professionals do well with the informal, self-directed format that employs books, journals, discussions with colleagues, and other on-the-job self-improvement techniques (Cervero, 1988, p. 159). Contemporary CPE formats include Saturday seminars: long weekend conventions; alumni gatherings, on- and off- campus; and an emphasis on convention/vacation combinations 25 (Calvert, 1987). These may be sponsored by business, industry, government, professional associations, or employers. In summarizing the purpose for this brief background view of the CPE literature, it seems important to re- identify CPE and its concerns, as the "world" in which Continuing Ministerial Education operates. A description of one is, in a general way, the description of the other, but with broader perspectives. The CPE macrocosm contains the definition, goals, issues, and approaches relative to the microcosm, and this is what appears to make the valid point. Although medicine, social work, law, engineering, and others have taken the historical initiative, it is not too late for a relative new-comer, CME, to join and accept the imperatives of its macrocosm. The CPE literature refers occasionally to ministry and its "waking-up" desire to "keep up" with its own content area and clientele, while endeavoring to "catch up" with what continuing professional education has already learned about the "wheel." It is the purpose of this review to reinforce the necessity of making significant steps to insure relevance and retention and to connect that with the imperative contained within the problem of this present study. 26 Continuing Ministerial Education Historically and cross-culturally, the clergy has been considered an educated profession. The clergy's education was administered by the bureaucracy of the religious community. In early American history, Harvard and other universities were begun as schools in which to train the clergy. Thus, theological education became an integral part of education as a whole, as well as a respectable academic pursuit. It is interesting, however, that ministry has been tardy in its involvement in the general continuing education movement of the professions. Once a minister had taken a clerical position, it may have been assumed that openness to "continuing" education would somehow indicate inadequacy of previous professional education, of personal ability, or of divine relationship (see p. 144). The literature is clear, however, that there was no significant movement toward professionalized continuing education effort until the early 19605 (Kovalik, 1986). In 1960 three things happened that converged to make that year rather important for CME. First, the Library of Congress recognized continuing education for ministry by establishing the subject heading "Clergy--Post-Ordination Training" in its card catalog. There seemed to be sufficient articles, books, and interest to merit the 27 category (Gamble, 1975). The first comprehensive and national survey of CME was conducted in America by Connolly Gamble and co-published by the National Council of Churches and the Association of Theological Schools (Norris, 1979, p. 72). This study became landmark research in that it, for the first time, endeavored to establish who was participating, why they participated, and how they rated their experiences (Gamble, 1960). The other important item involved in the movement of the National Council of Churches Department of Ministry which began to reach out to include continuing educators in its circle. This initiated two significant meetings, one in 1964 at the Andover-Newton Theological schools, and the other in 1965 at the University of Chicago (Norris, 1979, p. 86). In 1966, an Adult Learning Seminar was held at Michigan State University; and a second followed in 1967 at Syracuse University. These were not generic in nature, but centered on continuing education for ministry. These conventions became the conceptive womb for the present CPE association for ministry. It was in these meetings during the first years of the decade that creative ferment culminated in 1967 in the organization of the Society for the Advancement of Continuing Education in Ministry (SACEM), which is now the professional association for ministers. SACEM has actively 28 grown in the last twenty-two years, conducting yearly conventions and publishing. A telephone conversation with the past president, Patricia Cremmins, indicated enthusiasm over growth, as well as the evidence of the traditional uneasiness between the Association of Theological Schools and SACEM over "responsibility" for CME (Cremmins, 1988). Continuing education in ministry, like CPE in general, discusses and argues points of academic and applied methods and responsibility for CME. The Doctor of Ministry degree program was begun in 1969 as an experimental endeavor by seminaries to contribute to CME. Ten years later, well over 5,000 were enrolled (see p. 131). This effort, however, is sometimes criticized because it is administered from the same academic perspective that some feel (Cremmins, 1988) has been limiting to ministers. She, and others, feel that SACEM's mission is to remediate the lack of applied professional ability to meet and solve problems in ministry "where the rubber meets the road." In his landmark work, The Education of Ministers for the Coming Age, Ronald Osborn states, "With regard to innovation, the seminaries do not have a notable record" (1987, p. 99). He laments the academic traditionalism and recommends that, "A professor's ‘primary contribution would be made, not as a research scholar but as a master of a given field of knowledge dedicated to relating that to the work of ministry (Ibid., p. 174). 29 The literature thus expresses some of the same tensions between providers and approaches as those found in CPE literature. It is impressive to observe similar evolutionary stages in the growth of the CME movement as was seen in CPE's maturation. Gamble (1960) defined continuing education as "a lifelong program of systematic, sustained study." In 1975, he had a more comprehensive definition: An individual's personally designed learning program developed with the help of colleagues (laity and fellow-clergy) to improve vocational competencies, which begins when formal education ends and continues throughout one's career and beyond. An unfolding process, it links together personal study and reflection, and participation in organized events (p. 3). Carter, when speaking of the process of making professional growth a reality says: You forge a partnership with the parish, develop a personal learning plan, build a support system, and maintain a link between seminary and parish. These steps need to be seen as part of a comprehensive and coordinated approach to continuing education that makes you a partner in growth with the other ministers and laity of your church body. Your horizons will broaden as you comprehend the larger picture of growth (1986, p. 79). Wilson discusses maturation of CME and says that, "Although the purposes of continuing education for religious professionals have not changed drastically over the past 25 years . . .," they have become more clearly defined. He sees nine specific principles: It must be "wholistic" and 30 deal with experience and psychological needs as well as content and skills; programs must deal with self-perceived needs of the minister; ministers often need assistance in identifying those needs; CME must recognize developmental stages of life; interpersonal relationships must be integral to the CME model; approaches must be "individualized;" the approach must be task- or problem-oriented; the program must recognize the learner's self-concept and allow for self- actualization; CME needs to relate theology to the contemporary scene, thus removing it from sterile theory. This very brief overview of general continuing ministerial education is meant to demonstrate a few specific issues connecting this field to that of CPE. Now the more specific relationship will be made to continuing Seventh-day Adventist education. It is not the purpose to present here a detailed review of the Adventist history of continuing education--for that is carefully done in Shell's extensive research (1983). The relevant overview presented in Chapter I of this present study will not be repeated here (See pp. 1-3). When discussing the relationship of the Adventist Church to the continuing education ministerial movement of the 19603, Shell says, Surprisingly, however, the Adventist Church seemed to reflect little of this growing awareness and enthusiasm for continuing education for ministry. A younger church than many (officially organized in 1860), it seemed preoccupied with the development of 31 its schools and administrative departments at that time (1983, p. 29, 30). Shell further states that: No evidence was found that the continuing education for ministry movement of the 19603 influenced the current events of continuing education within the Adventist Church. But when professionalism was stressed in the 19703, the same emphasis was found in the Adventist Church as well (p. 31). The growing present stress on professionalism in Adventist continuing education is what created the Center for Continuing Education for Ministry (Ibid., p. 4). She further asserted that her study was, "just one step in the development of programs and resources of continuing education for ministry and must depend on the other steps being taken in order to realize its ultimate purpose" (Ibid., p. 5). She urged greater effort toward understanding the current needs of ministers which would allow for "careful planning" (Ibid., p. 17). Her list of twelve specific recommendations for future study that would help to strengthen the foundations for advancement in the professionalization process included age-level issues that confront program planners (pp. 316, 317). Subsequent to Shell's words, Edgar Escobar concluded: This church is seeking for research data on which to base the planning and development of efficient programs. It appears that this program should be consciously and deliberately contextual geographically, culturally, and financially, and the curriculum should be adaptive to the kind of problems and ideologies, social as well as political and religious, that pastors face in 32 the territories where they are ministering (1986, p. 186). Research should seek, stated Escobar, to discover the ministers' attitudes toward their ministerial training and their needs and aspirations for continuing education related to preferred subject matter, and preferred learning situations, and the motivational and deterrent factors that influence them toward continuing education (ibid., p. 187). In responding to the imperatives above, this present study has been designed to supply one small research building block for the envisioned program planner's data base thought to be essential for Seventh-day Adventist continuing ministerial education. Continuing Professional Education (CME), the macrocosm, provided the backdrop. CME placed the problem in its microcosm, and continuing Adventist education produced the problem. Now, motivational theory and instrumentation will help to solve the problem through the medium of the present study. Motivation for Participation in Continuing Education The last body of literature is considered to have the greatest bearing on this study. Although the previous two sections are essential in describing causes and placement of the problem, this review is believed to speak most directly to the present study; and therefore, will assume a major portion of this chapter. 33 The investigation will be divided into: historical review of concepts and models; motivational studies and development of instruments; the relationships between age and motivation for participation; The relationship between task-preference and motivation for participation; and summarizing conclusions. 1. Historical Review of Concepts and Models Because a search revealed no consolidating summary of the large volume of existing material, an effort has been made here, to provide a brief, but accurate, overview with pertinent concepts as they appear in research. The literature includes lengthy and elaborate terminology definitions, discussions of needs and motivations which impel participation, utilization of research, instrument design, theory formulation, and program application. Due to this extensive complexity, supporting models and diagrams are placed in Appendix A, consolidating lists are supplied, and a specific applicational effort is made to bring the reader closer to the program practitioner's practical problems regarding participant motivation. As such a review is initiated, considerable perplexity, on the one hand, could result from the sheer volume and diversity; but on the other hand, the corpus displays a unity which becomes stimulating and helpful. Differences are evident in wording, emphasis, and viewpoint, as well as 34 in research design and instrumentation. The differences are not often genuinely contradictory, but simply seem to describe various parts of the same whole motivational system (Kowalski, 1988, p. 122). The salient commonalities found among these motivational thought leaders' research are dealt with and supported under the following fifteen sub-headings: There appears to be underlying unity in definition and motivation. Concepts integral to many explanations may be embodied in the following "composite" definition: Motivation for participation in continuing education is a set of conditions within an individual which incline that person toward choosing to seek learning experiences which are expected to produce desired outcomes. Writers often define motivation both by what it is and by what it is not. To some theorists, motivation includes both wants and needs, or a response to them (Kidd 1973, p. 102; Long, 1983, pp. 179-187). Motivation emanates from conditions within an individual (Kidd 1973; and Elias 1982, p. 126). It is activated by a person's free choice (Houle 1972, p. 138). Motivation is n9; usually considered to be a basic drive (Kidd 1973, p. 102) or an aspiration or objective (Houle 1972, p. 138). 35 The decision for participation generally begins with identification of a need or want (Knowles 1980; Wlodkowski 1985, pp. 47, 48; Urbano 1984; Houle 1961; Knox 1985). There is general consistency among the listings of which human needs contribute (directly or indirectly) to the decision to participate. Knowles lists six basic human needs which providers of adult education should consider when planning: physical needs, growth needs, the need for security, the need for new experience, the need for affection, and the need for recognition (1980, pp. 84-86). Knowles distinguishes universal human biological and psychological requirements (basic needs) from educational needs. He says, "These needs have relevance to education in that they provide the deep motivating springs for learning. . . ." (1980, p. 88). Educational needs, on the other hand, are those which lead people to learn something they "ought" to learn, for their own good, for the good of an organization, or for the good of society. Maslow's theory of need (1954) assumes that need gratification is the most important principle underlying human development. Maslow explains that when needs are satisfied at one level, the next higher order of needs becomes predominant in influencing behavior. Maslow's five levels from lower to higher are: physiological, safety, 36 love and belongingness, esteem, and self-actualization. Wlodkowski emphasizes competence in the list of human needs which serve as an impetus for participation. He says, "In general, competence is the concept or major motivational factor that describes our innate desire to take the initiative and effectively act upon our environment rather than remaining passive and allowing the environment to control and determine our behavior" (1985, p. 54). He believes that the combined competence research from the fields of attribution theory, achievement, motivational theory, personal causation theory, cognitive evaluative theory and social learning theory, provide "outstanding documentation that adults tend to be motivated when effec- tively learning something they value" (p. 55). Long (1983) says that educational need has three components (competence, relevance, and motivation), and that "Motivation refers to the predisposition of the individual to improve his or her competence" (p. 186). Boshier, Petri, Wlodkowski and Knox add that the desire for stimulation is a basic human motivation. Petri has researched the neurophysiological seat of the need for stimulation; Wlodkowski has applied this research to 'specific adult motivational strategies; and Boshier has tested thousands of people to find out what part desire for stimulation has played in their motivation for participation in adult education (See Wlodkowski, pp. 51, 52; Boshier and 37 Collins 1985; and Knox in Kleiber, p. 252). Self-concept can act either as a motivation or as a deterrent to participation. Both task achievement motivation and educational motivation are enhanced by a good self-concept and inhibited by a negative self-concept. However, perceived deficiencies in the self may provide the impetus for a learner to seek education to fill the discrepancy between the "real self" and the "ideal self" (See Elias 1982, p. 126; and Tough, 1971). If an attempt is made to combine similar items from different listings and beliefs about which human needs contribute to the decision to participate, the resulting groupings may look like this: physical and physiological needs; security and safety needs; needs for new experience and stimulation; needs for affection, love, and belonging: need for positive self-concept and recognition; growth needs; competence needs; self-actualization. Sometimes the terms "needs" and "motivations" are used interchangeably, based on the assumption that people are motivated to meet their needs. At other times, writers speak of "motivations for learning" as being the effects caused by needs. Often the extent of differentiation is unstated (See Long, 1983, pp. 179-187; and Kowalski, 1988, p. 122) . Among prominent writers, there is some consistency as to what these motivations for learning consist of. Houle 38 (1961) in The Ingniring Mind, reporting on his lengthy interviews with participants in continuing education, categorized motivations as goal-attainment, enjoyment of learning activities, and learning for knowledge. Later, (1985) in the context of professional continuing education, he discussed the desires of some adults to innovate, create, and escape boredom. Boshier (1971) categorized motivations for learning as social contact, social stimulation, external expectations, community service, cognitive interest, and professional advancement. Burgess (1971) collected data on 1,046 subjects before finding seven motivational factors: the desire to know, to reach a personal goal, to reach a social goal, to reach a religious goal, to take part in social activity, to escape, and to comply with formal requirements. Tough (1971) said that his interviewees who engaged in "learning projects" were motivated to satisfy curiosity, enjoy content, enjoy practicing a skill, increase self- esteem, gain competence, and share with others. Havighurst (1972) focused on motivations for problem-solving and growth, and Rubenson (1977) on desire to achieve. There is both overlapping agreement and individual perspective on the labeling of motivation for learning. For example, one of many ways in which concepts in the literature may be combined is the following expansion of 39 Houle's basic structure, intended to illustrate a general consistency among experts: Goal-attainment Innovation and synthesis Satisfying external expectations Preparing for service Professional advancement Increasing self-esteem Gaining competence Problem-solving Desire to achieve Enjoynent of the process and activities of learning Innovation and synthesizing Stimulation Social relationships Enjoyment of practice Increasing self-esteem Enjoyment of personal growth Enjoying the escape from alternative activities and environments Learning for knowledge Enjoyment of content Satisfying curiosity (Composite according to Houle's structure, 1961) Therefore, there seems to be some degree of consistency among writers who list specific human needs and learning motivations which contribute to the decision to participate. Perception of a need springs from both internal psychological factors and external environmental factors as perceived by potential participants (Houle 1961; McClusky 1970; Boshier 1971; Havighurst 1972: Rubenson 1977; Cross 1981; Urbano 1984; Knox 1985). 40 Rubenson explained that at internal and environmental levels, an individual experiences both positive forces leading toward education and negative forces countering education. The individual decides on the basis of what he/she perceives those forces to be, and what is perceived to be the probable outcomes of each possible decision (1977). Knox expresses the combination of internal and external factors this way: "Motivation is the interplay of personal and situational influences on adaptational energy reflected in type and intensity of performance. . . ." (p. 252). Cross, in her Chain-of-Response Model (see Appendix A, p. 159), expresses positive factors (favorable to participation) as opportunities, and negative factors (unfavorable to participation) as barriers. Other components of her model, such as self-evaluation, attitudes about education, life transitions, and expectations, may translate into either positive or negative factors, depending on their characteristics. Motives are goal-directed toward meeting perceived needs (Maslow 1954; Miller 1967; Boshier 1971; Havighurst 1972; Rubenson 1977; Knowles 1980; Cross 1981; Urbano 1984: Knox 1985; Wlodkowski 1985, p. 48). Knowles statement of this concept summarizes many authors: "Learning is described psychologically as a process of need-meeting and goal-striving by the learners" 41 (p. 56, 1980). Goals tend to emerge from discrepancies which the learner believes exist between present competencies and needed competencies (Knowles 1980; Elias 1982; Tough 1971; Havighurst 1972; Boshier 1971; Rubenson 1977: Urbano 1984; Knox 1985; Wlodkowski 1985). Knowles says that an educational need is "the gap between their present level of competencies and a higher level required for effective performance as defined by themselves, their organization, or society. . . ." He also calls an educational need "the discrepancy between what individuals (or organizations or society) want themselves to be and what they are. . . ." (1980, p. 88). Kowalski (1988) says: "The gap existing between present performance and desired performance is referred to as a 'real need'" (p. 123). Elias believes that perceived deficiencies in the self may provide the impetus for a learner to seek education in order to fill the discrepancy between the "real self" and the "ideal self" (p. 126). Knox asserts that the adult engages in intentional learning because of the discrepancy between current and desired proficiencies. He says that profiéiency is "the capability to perform effectively if given the opportunity, and usually depends on some combination of knowledge, skills and attitudes" (1985, p. 252). 42 The decision to participate is a function of the learner's anticipation that the educational experience will produce desired outcomes. Tough (1971) concluded that some of his adult interviewees engaged in learning projects adding up to at least seven hours were motivated partly by anticipation of desired outcomes. Rubenson (1977) believed that if neither strong positive forces nor strong negative forces "compel" the individual's educational choice, the person may decide according to two kinds of personal "expectancy:" the expectation of personal success in the educational activity: and the expectation that neither educational success nor positive consequences of education will occur. In this latter case, the individual will not participate even if participation is made very easy and inviting in all other respects. Bergsten (1980) assigned a label called "valence" to the anticipation of satisfaction and value which the learner expects will derive from the learning outcome. In Cross's COR Model (1981), one condition which feeds into a decision for adult learning is "expectation that participation will meet goals." Urbano (1984) adapted Cross's COR Model to her study of continuing education for nurses. She did not alter the importance Cross placed on learner expectations. She found 43 that nurses based their decisions for participation substantially upon their individual perceptions of need, and on the expectation that participation in continuing education will help fulfill needs. Usually multiple motivations and circumstances converge to precipitate the decision for continuing participation (Houle 1961, and 1972; Miller 1967; Boshier 1971; Cross 1982; Darkenwald and Merriam 1982: Wlodkowski 1985; Knox 1985). The decision to participate is influenced by the way in which the learner prioritizes his needs and corresponding goals (Miller 1967; Boshier 1971: Rubenson 1977; Cross 1981; Urbano 1984; Knox 1985). Knox raises the question why adults are not constantly involved in intentional learning/change activities, since they usually have desires and needs for further learning. He proposes that it is because they often perceive an overload of real or potential changes, and so they seek security and stability. They avoid stress and pain which may accompany personal or environmental change. When the desire for change via education exceeds the tendencies to stability, the learner chooses to risk the instability (1985). The decision to participate is influenced by the learning support resources available to the learner (an actuality or potentiality) (Darkenwald and Merriam 1982: 44 Cross 1982; McClusky 1970). McClusky explained that an adult's decision to expend resources on education depends on the amount of resources left over after his/her essential responsibilities. The person's total resources (power) minus his responsibilities (load) equals his "margin." Margin may be increased by reducing the demands made on the person by self or society, or by increasing his/her resources (1970). The learner tends to seek the educational experience which is the most consistent with self and the environment. Knowles says, ". . . the more congruent the needs of individuals are with the aspirations their organizations and society have for them . . . the more likely will effective learning take place" (1980, p. 87). After Boshier's study of 2,500 New Zealand adults enrolled in continuing education, he designed his "congruence model." Participation and drop-out hinge partly on the extent of agreement between one's actual self and ideal self, on the "fit" between one's self and other students, and on the congruence between the learner and the teacher and the institution. The adult often feels comfortably "matched" to a learning environment not too different than the person's "inside feelings," and not strikingly different than the person's everyday home and work environments. 45 Motivation to learn is highly personal and contextual (Houle, 1972; Knowles, 1973; Darkenwald and Merriam, 1982; Brookfield, 1986). A specific motivation only belongs to an individual who is in that specific context at that particular moment. The variables which determine this motivation come from sources within the person, from variables in the environment, and from the interaction of all these variables (Rubenson, 1977). Variables within the person include such things as self-concept, past experiences, thinking and decision-making patterns, attitudes, personality, abilities, needs, awareness of needs, values, and expectations. Variables which relate to the person's present life context and environment include work life, the "educational fit" (congruencies), information, relationships to others and to environment, life roles, opportunities and barriers, and significant life events, or one's entire personal situation (Knox, 1985: Boshier, 1971). A person may be motivated by one topic and not another, by one learning/teaching method and not another. Therefore, it is inaccurate to speak of a "motivating topic" or a "motivating teaching method" or a "motivating reason for participation." Knowles explains: "The same objective situation may tap appropriate motives for one learner and not for another, as, for example, in the contrast between 46 those motivated by affiliation and those motivated by achievement“ (1973, p. 52). Adults may have varying motivational orientations in different learning situations, and at different times. Lowe (1987) cautions that one should not place lifelong labels on adult learners. An adult may have a predominant orientation, but this may overlap with other motivations and may change over time. Therefore, it is seldom helpful to speak of a "motivated person" or an "unmotivated person," except, perhaps, in reference to a specific context. Havighurst (1972) emphasizes that an adult's motivation changes over time. He points out that peoples' interests and felt needs vary with their present life tasks, problems, and challenges. Each person is generally interested in learning about things that are presently and personally applicable or particularly interesting. For these reasons, Havighurst says that motivation to learn varies with a person's "teachable moments." Each decision for or against educational participation takes place in a unique "once-in-a-lifetime" context, wherein many personal and situational variables interact with each other, creating a certain proportion of forces, and a certain balance. In this specific and dynamic situation, a decision is made by an adult who is both a holistic person and a professional (Urbano, 1984). 47 The decision for or against participation in continuing education is an individual's free choice. The many forces and variables involved in an educational decision do not determine which choice a person must inevitably make. Elias says that motivation is not something put upon learners; it emanates from the learner, who generally engages in learning activities "under no compulsion except that which is generated from within" (Elias, 1982, p. 127). Knox emphasizes that free choice is the deciding element in participation. "Deliberate learning projects reflect the executive function (master motive) of the sense of self in the form of a proactive dialectic of personal growth in search of meaning and mastery" (Knox in Kleiber, 1985, p. 266). "Belief in a degree of self-determination and in the potential causal impact of thoughts and feelings on performance can greatly encourage adult participation in learning projects" (Ibid., p. 274). The achievement of an educational goal is capable both of eliminating the urge of the felt need to reach that goal, and of spawning new goals. Long says, ". . . the process of ameliorating needs is explained as a cycle of energy arising from tension, motivation, goals, satisfaction, and new energy. The energy obtained through fulfillment of needs is perceived as making growth and the meeting of other needs possible by further 48 learning (1983, p. 186). Motivations to strive toward learning goals may be perceived by the learner as directional feelings, felt needs, urges, tensions, pressures, drives, inciting causes, aspirations, energizers, or simply as self-disciplined decisions (Maslow, 1954; Houle, 1972, p. 138; Kidd, 1972, p. 102; Cross, 1981; Knowles, 1985, p. 47; Wlodkowski, 1985, p. 48) . In the view of the research, these encapsulating fifteen educational concepts of motivation seem to exhibit substantial agreement. In order to complete the overview, however, it is necessary to give some special brief attention to Cyril Houle's Adoption-of-Innovations Model. Houle, summarizing several researchers (particularly Peterson and others, 1956; and Averill, 1964) has delineated linkages between participation in continuing education and rate of adoption of new knowledge. For example, the skills of physicians in using new techniques was found to positively correlate with their action to seek new knowledge. Houle classified learners as innovators, pacesetters, middle majority, and laggards. Innovators continuously seek to improve their performance, sometimes in highly unconventional ways. They gladly risk trying promising, but untested ideas. They are not bound by "the establishment" or by custom. They are likely to participate heavily in 49 continuing education, often via investigations and independent learning; although, they will volitionally utilize any learning format available if it helps them toward a learning goal. They may become bored in more "regular classes." Pacesetters feel the need to be progressive in their practice, but they don't wish to try a new idea until it has been fairly well tested. Their judgment is respected by the middle majority, who will gradually adopt the innovations accepted by the pacesetters. The laggards "learn only what they must know if they are to stay in practice. Their performance is so poor that they are a menace to their clients and a source of embarrassment to their colleagues." They have low achievement motivation and very low motivation to learn. They are highly resistant to evidence of need for change, to persuasion, and to counsel. They "can usually manage to find a difficulty for every solution" (Houle, 1980, pp. 159, 160). In order to make this literature summary of value to the program practitioner-reader, the research will again supply an overview report of motivational theorist's practical implications. A number of these representative or composite concepts are summarized and will take the form of overview paragraphs below. 50 Planning, marketing, and instruction must be made with reference to motivation. Cross makes an applicational point when she says, "Highly motivated people will go to considerable effort to ferret out information; unmotivated adults will not 'see' information placed before their eyes everyday" (1982, p. 151). The literature asserts (For example, see Knox in Kleiber, 1985, pp. 266-275, 291; Kanfer, 1986, pp. 291-296: Wlodkowski, 1985, pp. 7, 8, 283-291) that it is not true that adults must wait for motivational urges to seize them. Adults may self-generate or "learn" to be motivated. Motivation can replenish itself through a composite theory of "motivational life cycle" that begins with a need, desire, or motivation which is acknowledged, explored, weighed, decided upon, and translated into goals and objectives. Action is planned and the plan is carried out, resulting in new needs or motivations which are seen from a new vantage point. These return the learner to the original point in the motivational life cycle, replenished for the next need-fulfilling endeavor. Another practical implication in the literature (Wlodkowski, 1985, pp. 6-291; Cross, 1982, pp. 132-150, 220- 251) states that educators may assist learners in expediting the process of enhancing motivation. This broader view can encourage continuing education practitioners to become actively involved in learner motivation because they know 51 there is the the possibility of positive outcomes. This is applied through showing an interest in any desire or concern of the learner, linking content to learner interests and to previous knowledge, and by many other strategies (see Wlodkowski's 68 strategies). Knowles (1980) and Rubenson (1977, p. 88) focus on the causal link between learning outcomes that are perceived by the learner as personal success, and the learning processes themselves. They also assert that when the felt educational needs, goals, and objectives are specifically identified, individual motivation increases. Thus concrete verbalization of hopes and wishes, together with successful outcomes, significantly increase motivation. Being aware of this on an applicational level is valuable to any practitioner. It may be wise to assist the learner to evaluate his increasing competence at each step of the learning process, rather than letting him feel incompetent until some magical moment of competence arrives with the final goal achievement. The latter alternative may never be possible because motivation wasn't sufficient to carry the learner to that moment. Boshier (1977) and Knowles (1980, p. 87) say that planners need to both seek and "negotiate some congruence" between the learners' situations and needs, and that of surrounding organizations and society. Practitioners are 52 capable of enhancing congruence and, thereby, building motivation. Motivational "labeling" can be inaccurate and harmful because motivations are generally multiple, overlapping, interactive, and unstable. This is true for groups as well as persons, making generalization across topics, time, and situations rather dangerous (Lowe, 1987). Educators interested in motivation can also become more efficient by realizing that decisions to participate are often multiplex. A complex group of variables may converge into decisions which finally attain a favorable factor balance toward effort and involvement. Alert providers can utilize this understanding when approaching motivation for participation. The concept that a learner can be "once motivated" and will be "always motivated," can become a subliminal assumption. Each new context presents motivational components to the learner all over again. As the learner decides to become involved, or to persist in participation, he/she can be nurtured by on-going process factors that will promote his/her motivation. The literature discusses "benefits" as a persuasion enhancer of motivation. Presenting "benefits," however, isn't usually as easy as it appears because the value isn't in the presentation but in the perception. The potential value to the learner is only there if he/she perceives a 53 present benefit through hither needs and value system. Thus, when reviewing these implications, the continuing educator endeavors to see and feel values from inside the learner's viewpoint and in his/her language. Effective marketing depends on this application. "Stimulate the translation of needs into interests," says Knowles (1980, p. 87). These can be felt needs, or other real needs, but they must be effectively transformed into something interesting to the learner. Knowles thinks this is a major challenge for educators. The above implication brings up a definitional discussion (see first page of this section) revealing the ambiguity over the terms "wants," "needs," "felt needs," and "motivations." Kowalski states that "different terms are used by authors to refer to the same concept, identical terms are given different definitions, and wants and needs are frequently confused . . . ." (1988, p. 122). Kowalski lists eight different kinds of needs. He summarizes educational needs as gaps between present competencies and desired competencies; and as "the interspace between present behavior (competency) and desired behavior." Educational wants, on the other hand, "describe an individual's predisposition to remove selected needs." He believes that felt needs are not an adequate basis for preprogram needs assessment. "Nevertheless, they are a valuable component of the process. They provide the 54 programmer with learner perceptions which, right or wrong, are an important element in programming." He cautions that not all felt needs be necessarily equated with real needs. Yet he urges that "real needs" be linked with known "felt needs" by the programmer selecting educational activities (p. 123). Brookfield (1985) suggests critical re-examination of "the assumption that the purpose of adult education is to meet the felt needs of learners." He suggests that educators help learners to see a wide range of their learning needs, and to choose the most important ones (1985, pp. 44-49, and 1986, pp. 222-223). Houle appears to feel that an adult learner's felt needs are not the ultimate standard when educational motivation and true needs are considered. This also includes continuing professional learners (1980). In summarizing the preceding practical implications of the terms "need" and "motivation" in the literature, it seems appropriate to report that there are broad variations in thought and language. It appears that no distinct concept for any one term is universally adhered to; so it seems accurate to reflect diversity. Motivational experts generally agree that needs, felt needs, interests, desires, and motivations are usually interchangeable and often best linked closely together. 55 In this review of motivational literature, the concept of "matched" education and marketing emerge often. Providers utilize this idea when they endeavor to match or prepare a program to meet specific learner motivation, instead of a generalized programming which considerably ignores the existence of the learner's need. It is well documented in educational experience that specific customization for need and interest groups is considered efficient and effective. This "matching" of program and person extends beyond educational aspects into marketing. Seldom is it considered good contemporary marketing procedure to "blanket the whole population with promotional material." The wise practitioner sees with a more focused view beyond the general heterogeneous population to a diagnosed consideration of specialized motivation. In an effort to apply Maslow's landmark hierarchy, Miller (1967) offers motivational heuristical assistance to planners. He said, for example, that people with few resources are more likely to seek education which they think will increase their necessities and their safety. People whose basic needs and belonging needs are perceived to be satisfied may be more interested in education for esteem and self-actualization. Another concept implication derived from the literature deserving consideration involves "post-continuing 56 educational" perspectives. Astute planners who are aware of building motivation, tie the success aspects of the vantage point of completion with guidance concerning achievement for the next endeavor. Lifelong learning advantages are large concerns for both motivational researchers and practitioners. In conclusion, the reviewer of this motivational literature is firmly impressed with its confirmed focus on the individual and his/her specific needs and life context. The composite treatment of these concepts were dealt with here because it seemed essential to the problem of this present study. Motivation is the concern, not only of. theory, but also of the continuing education provider and practitioner. There are practical applications integral to this study which seek to expand, in a small way, that body of utilizable research. 2. Motivational Studies and Development of Instruments The "recent history" of research and instrumentation for adult continuing education begins with the work of Cyril Houle, a professor in adult education. Houle did in-depth recorded interviews with 22 avid adult perpetual learners. After analysis, he classified his subjects into three ilearner-orientation types: goal-oriented; activity- oriented; and learning-oriented. His research was published in The Ingnining Mind (1961). Houle's typology for classifying the reason for 57 participation was the cornerstone for subsequent studies spanning many years up to the present, as well as for the development of survey instruments, including the Education Participation Scale (EPS). The first researcher to build on Houle's work was Sheffield, who in 1964 prepared a list of 58 reasons given for participating in adult classes. This "Continuing Learning Orientation Index" contained 16 reasons judged to be representative of each of Houle's three orientations. This questionnaire was given to 453 adults participating in continuing education throughout the United States. Respondents indicated on a 5-point scale the relative importance of how often each reason influenced them. From factor analysis, five factors were extracted: (1) learning orientation, (2) desire-activity orientation, (3) personal-goal orientation, (4) societal-goal orientation, and (5) need-activity orientation. Sheffield concluded that, although only three of his categories directly corresponded with Houle's, in some aspects, all five of his factors supported Houle's basic orientations. His work was confirmed and refined by Sovie in 1972. The next major research was done by Tough (1968), who asked adults their reasons for participation in their non- credit learning projects. He found that the average learner had about five reasons for any one project. Tough 58 emphasized the frequent desire of adults to apply learning, and reported his subjects to be primarily goal-oriented, but also enjoying the process of learning. Burgess (1971), wondering if larger studies would reveal other factors, compiled a list of 70 reasons that respondents gave him for participating in adult learning activities. After he gave his survey instrument (called Reasons for Participation) to over one thousand people, he settled on a list of seven factors: the desire to know; the desire to reach a personal goal; the desire to reach a social goal; the desire to reach a religious goal; the desire to take part in social activity; the desire to escape from some other activity or situation; the desire to meet formal requirements. Grabowski (1973) found results similar to Burgess in a study of 269 adults enrolled in a self-study college program. He classified reasons for participation under Goal Orientation (personal goals and social goals): Activity Orientation (social activity, escape and desire to study alone): and Learning Orientation (desire to know, intellectual security). Roger Boshier, aware of previous and concurrent research, developed the Education Participation Scale (EPS). One of his goals was to further explore Houle's typology. Boshier derived his original 48 EPS items from interviews with participants, and from the work of Houle, 59 Sheffield, and Burgess. He administered several instruments to 2,436 adult learners before settling on the 48 EPS items. Factor analysis revealed four third-order factors, which Boshier believed were "not unlike the Houle typology." All reliability values were found to be significant at the .001 level (Boshier, 1971). The EPS was subsequently (1974) administered by Morstain and Smart to 611 students in the United States. The factors which emerged from their statistical analysis were: social relationships, external expectations, social welfare, professional advancement, escape-stimulation: cognitive interest. Morstain and Smart felt that their study had generally confirmed Boshier's factors, cross-culturally. Because they had worked with age and gender groupings, they believed their results also tended to support the differentiating ability of the EPS. Cross compared their analysis with Houle's, and seemed to find more similarities than differences. A number of other authors seem to consider the overall whole of the Morstain and Smart research as confirming the relatively stable body of motivational findings. These have remained consistent across studies, populations, and instruments (Cross, 1981; Darkenwald and Merriam, 1982). The Morstain and Smart findings have been replicated by others (Bova, 1979; O'Connor, 1979) and are considered to be 60 congruent with results obtained in other studies utilizing other motivational instruments (See Dickinson and Clark, 1975). In a critical review of fourteen motivational orientation studies (1976), Boshier carefully examined the relationships between data differences, instruments, and methods of data analysis. The EPS itself had been administered to many populations, which totals around 20,000. It has been repeatedly refined for factor purity and stability. In 1976 the EPS was refined to its approximate present version with forty items cast on a four- point scale (no influence, little influence, moderate influence, much influence). The test/retest reliability averages .81 and all reliability values were found to be significant at the .001 level (Boshier, phone conversation 10/31/89). The revised EPS was published in 1982. Below are its six factors, with two sample items given under each factor: Social Contact To fulfill a need for personal associations and friendships To participate in group activity Social Stimulation To get relief from boredom To get a break in the routine of home or work Professional Advancement To give me higher status in my job To increase my job competence 61 Community Service To become more effective as a citizen To prepare for community service External Expectations To carry out the recommendations of some authority To comply with the suggestions of someone else Cognitive Interest To seek knowledge for its own sake To learn just for the joy of learning In 1983, Boshier and Collins did a series of cluster analyses on EPS scores from 12,000 learners who, by now, represented learners from many parts of the world. Boshier reasoned that combined findings from such large samples would transcend local peculiarities. He said: It is through the combination of analysis of data from different time periods and cultures that knowledge is amassed that would otherwise be fractionalized and inaccessible. Moreover, it permits inferences that would be unsafe in a single "unconnected" piece of research (1983, pp. 164-165). After factor analysis, Boshier commented: "All the alpha coefficients were high; each factor was thus internally consistent" (Alpha's were .88, .86, .82, .84, .80, .80). Boshier now urged that EPS factor or scale scores be treated as variables "dependent" upon the effects of a variety of socio-demographic and psychological variables, such as age, sex, marital status, occupation, and previous participation in adult education (1983, p. 1655). 62 Boshier wrote: In several respects this was a "watershed" study of motivational orientations. Now norms are available, it is suggested that EPS users compare and test for the significance of differences between "local" and norm means. . . . It is no longer necessary to factor-analyze small data-sets. Although idiosyncratic solutions may be derived from unusual populations, it is desirable to use the standard scoring key (1983, pp. 175-176). In 1983, Boshier and Riddell developed an alternative form of the EPS for older adults (Clemmer, 1983). Boshier- Riddell's Education Participation Scale (Short Form) is one of the few efforts to develop an instrument appropriate for the investigation of the educational orientations of older adults. Another variation of the standard EPS has been the development of an Adult Basic Education-oriented form of the EPS by Boshier (1983a). Several items were altered, and the reading level was adapted to A.B.E. participants. Boshier also (1983b) altered the standard EPS to adapt to prison populations, after qualitative and quantitative study of a prison population. The Prison Education Participation Scale is composed of sixty items. New factors include preparation for release, personal control, and self assertion. Examples of new items include: to experience a positive atmosphere: to talk about something different; to change how I will live on the street (Boshier, 1983b, pp. 44, 45). In 1985 Boshier decided to do a cluster analysis on EPS scores from 13,442 learners in five nations, in order to 63 examine the extent to which they fit Houle's typology. He concluded that EPS factors are more complex than Houle's three orientations, but are consistent and roughly equivalent to them. When Boshier reported his typology comparisons in Agnlp EQngntign_anr§gnly, he urged EPS researchers to facilitate future efforts to synthesize motivational research by forwarding copies of their raw data to the International EPS Data Bank at the University of British Columbia. It is planned that the data from this present study will also be forwarded to the Data Bank. In addition to Boshier, several researchers have modified the EPS. Sister Eleanor Lucey, in her 1986 study of participants in adult religious education (Kalispell, MT, unpublished), slightly modified the EPS in order to adapt it to persons involved in religious education. She changed the word "citizen" to "Christian" in Item 3, and she added five religious items. These five items had originally been added by Dr. James M. Utendort (1984) in his doctoral studies. She omitted the EPS items about professional advancement because they did not apply to her sample. The final adapted form of the EPS used in Lucey's study (with Boshier's permission) consisted of 37 items. These items produced seven factors: church and community service: social contact; social conformity; stimulation: escape: cognitive interest: and personal religious development. 64 Participants in Lucey's religious education program chose four of the five statements pertaining to personal religious development as their first four reasons for participating in the program. When she administered her revised EPS to participants in religious education in two other parishes, she found remarkable similarities in responses. Another example illustrates the reasons for seeking to learn whether a previously-untested population may have participation motivations not asked for on the standard EPS. Stephen D. Lowe, in his unpublished dissertation, Expanding the Tnxonomy of Adult Learner Orientations (Michigan State University, 1987), noted evidences of two motivational orientations not measured by the EPS, namely a religious orientation and an institutional orientation. He explained: Several in adult religious education (Peterson, 1984; Patterson, 1984; Long, no date) described what could be called an organizational or institutional motivational orientation for participating in religious educational activities. Such an orientation observed in the writings of adult religious educators involves a loyalty and commitment to the group or church that is sponsoring the educational experience. They suggested the primary reason adults attend church-sponsored educational functions was due to their desire to further the goals and objectives of the sponsoring church or organization (Lowe, p. 6). Lowe's psychometrically-defensible instrument (a composite from the most powerful items in Boshier and Sheffield, plus the religious orientation items of Burgess, 65 and Lowe's additional items) was administered to samples of adult learners in three institutions: the YMCA, churches, and the Red Cross. Lowe found statistically significant evidence for existence of Religious Orientation and Institutional Orientation motivational categories. In the past decade, the EPS has been used to investigate the motivational orientations of many types of professionals in continuing education, including: pharmacists (Mergener and Weinsuig, 1979); nurses (Millonig, 1985; O'Connor, 1979 and 1980; Farley, 1979; Hirst, 1986: Martin, 1984; and Barrett, 1982); dentists (Fisher, 1980); law enforcement officers (Johnson, 1986); teachers (Laindry, 1980; Foster, 1980; Collins, 1977); military professionals (Mann, 1988; Lundy, in progress 1989); state educational supervisors (Dorn, in progress 1989); and trainers (Boshier, 1981: Pipke, 1982). 3. The Relationships Between Age and Motivation for Educational Participation Research into the relationships between age and continuing education participation has been scattered and generally inconclusive. Kidd wrote in 1973 that "chronological age, compared with other factors, is of little utility in understanding or predicting attitudes" (p. 117). On the other hand, Cervero (1988) calls for more research and integration of findings: . . . no framework has been proposed that explains why professionals at different ages 66 participate in more or fewer educative activities. Thus, continuing educators must find it difficult to understand how to use information about the ages of their audience to foster greater participation (p. 70). Some tentative threads of agreement run through the relevant literature, both secular and religious, over the past twenty years. The secular literature will be reviewed first. Miller (1967) pointed out that younger adult learners are more concerned with Maslowian lower-level needs of survival, safety, and belonging, because of their life situations. Older people, he said, are more likely to have satisfied basic needs and may be free to work toward achieving status and seeking self-fulfillment. Boshier (1977) found a slight tendency for younger adults to enroll for motivations of External Expectations, and for older people to enroll for Cognitive Interest. Bergsten (1980) studied 1,080 persons in three age groups, 28-32 years, 42-46 years, and 56-60 years. He interviewed adults with 109 questions. As Long considered Bergsten's findings, he thought the relationships between age and educational motivation were these: Considerable differences among the areas of interest are associated with differences of age. The oldest group, 56-60, showed the lowest interest for all kinds of education. The other two age groups did not differ significantly according to educational areas except for education focusing on the parent role; the greatest interest in this topic was among the youngest group, 28-32 years. Bergsten was satisfied that the data showed that interest in adult education does not 67 decrease until late in life. . . . (Long, 1983, p. 132) Knowles believes that: Vocational and family life interests tend to dominate the pattern of concerns of young adults (age eighteen to thirty-five) as they seek to establish themselves in work and home. In middle adulthood (age thirty-five to fifty-five) these concerns decrease in favor of interests in civic and social activities and in health. As individuals near the age of retirement, their area of interest comes to be occupied largely by concerns for cultural and interpretive (including religious aspects of life and with health problems connected with advancing age (1980, p. 91). Cross notes that young people are far more interested in job-related learning than older people are. "Interest in job-related goals begins to decline at age 50 and drops off sharply after age 60" (1981, p. 91). "Younger persons and those with one to three years of college are most likely to be degree-oriented and the desire for credit or certification declines steadily with increasing age" (p. 92). A summary of this secular age-motivation literature seems to suggest that job-related basic-needs motivations and family life motivations may decrease with increasing age. Motivations to achieve status, to find self- fulfillment, to learn about health, and to enhance civic and cultural experience, apparently increase with advancing age. What are possible relationships between age and motivation for professional continuing education? 68 A pamphlet by Bonn entitled "Continuing Education Par- ticipants--Who, How Many, Types of Program, Attitudes," reported some results in a 1974 Clergy Support Study, sponsored by the National Council of Churches. The Clergy Support Study surveyed nineteen key American Protestant denominations. This study found that age has some influence on clerical program participation rates: The greater the length of service, the less likely the planned program participation. Among those with less than ten years of service, 61% plan to participate while only 43% of those with more than 30 years of service plan to do so (from Table 7). An examination of the continuing education attitude set with respect to clergy support study variables shows that its strongest relationships are to age and length of service. The proportion of respondents scoring high decreased with age, the sharpest decline occurring for age groups who are over 40. Similarly, there is a decline as length of service increases. The result is that 43% of age group under 30 rate high on the factor as opposed to 28% of the age group over 60. When it comes to length of service, 40% of those with less than 10 years of service score high as opposed to 24% of those with more than 30 years of service (no page number). Penny Shell, in her extensive 1983 study of ministers, called for age-level comparative studies: Although this study found few age-level or career-stage differences, the literature suggested the existence and importance of such differences. Responses in this area were no doubt limited by questionnaire items. Therefore, more study should be given to the special needs of young, middle-aged, and pre- retirement/retirement pastors as basis for program development (p. 317). 69 More detailed study into the age-level or career-stage needs of Adventist pastors is needed. Such research could be a strong foundation for the development of resources to meet those needs (p. 316). Shell found that the only motivational-orientation item which continuously increased with minister's age was "Promoting denominational programs." A motivation which seemed to increase until the "55 and over" age group was: "Have more selection in choosing next pastorate." In this "55 and over" age group, this motivation decreased. Ministers were less motivated to participate in education, as their age increased, by the following items: money management for the pastor's family; earn a better salary; receive D. Min. degree credit (pages 298, 299). In a study of Catholic and Protestant clergy, Fortier (1972) found that clergy were increasingly motivated with age to study administration, public relations, and communication skills (reported in Shell, p. 65). Cervero (1988) writes that older learners seem to fit into a general pattern as follows: A nearly universal finding is that older professionals tend to participate in fewer formal educational activities than younger professionals. For example, age has been shown to be negatively correlated to the extent or intent to participate (p. 70). An overview of professional literature seems to suggest that as age increases, there is less motivation to participate in continuing professional education. Those in Shell's sample were less motivated with increasing age to participate in 70 order to earn credit toward advanced degrees, to earn a better salary, and to learn about family money management. Those in this same sample were more motivated with increasing age to participate when education implied a hope of having more selection of the choice of the next pastorate. The literature which has been reviewed, regarding age, shows that very little research has been done relating age to motivation to participate in continuing professional education. There appears to be a need for studies from multiple perspectives, and on diverse populations which seek to elicit specific motivations in relationship to age. 4. The Relationship Between Task-Preference andpnotivntion for Educational Participation. A thorough exploration and computer search of the literature and of dissertation indexes did not show evidence that any research has investigated a relationship between ministerial task-preference and ministerial motivation for continuing education. The task-preference/motivation element of the present study,however, may find some clues of similarity in the related area of achievement motivation, worker motivation, and worker task-preference studies. Wigfield (1985) makes some observations and gives some consensus findings among experts regarding those clues. They are reported as conclusionary comments describing the perspective of various groups. Some workers prefer tasks that: 71 1. Fulfill their own personal needs in the process of completing the job. 2. Offer social interaction. 3. Are goal-oriented. 4. Offer the opportunity in which to exercise power. 5. Allow them to practice in their own values, or in which they find congruence between these values and those of the workplace or employing organization. 6. Offer a very high probability of perceived success. One sub-group is low in achievement motivation. Another sub-group with long-term goals sees a specific job as incrementally leading to eventual achievement of the goal. Those in this group need to see that there is success as they complete each task. 7. Are highly challenging, even if the success rate is lower, though they don't want every task to be difficult or risky. 8. Have a high level of meaning and this determines the task motivation. The above illustrates that relationships have been found between achievement motivation and task-preference. This raises the possibility that relationships might also be found between educational motivation and task-preference. The present study, therefore, offers an initial exploration into an unsearched, but interesting and possibly important question. In order to draw together a conclusion of the review of these three bodies of literature, it may be helpful to return to page 7 of Chapter I. This illustration shows that Continuing Professional Education, Continuing Ministerial Education, and Motivation are united in their relationships to this current study. CHAPTER III METHODOLOGY Overview The general purpose of this study was to provide data- based information for Seventh-day Adventist continuing ministerial education. The specific purposes were to: 1. Employ valid and reliable instrumentation in measuring ministerial motivation, and to, thereby, generate data for practitioners and program planners. 2. Analyze, correlate, compare, and report this information with utilizable clarity. Type and Design of Research This was essentially quantitative descriptive research which utilized comparative and correlational analysis. There were additional qualitative elements designed to augment meaning and value. There were five basic categories of data: 1. Education Participation Scale items and factor scores. 2. Age factors. 3. Rank-ordered task-preference factors. 4. Qualitative or subjective data. 72 73 5. Investigatory Addendum item scores. These data sources are further explained in subsequent sections of this chapter. The questions that this research was designed to answer were: Question 1. What are the self-reported Educational Pnnticipapion Scale (EPS) motivations for participation in continuing professional education of randomly-selected SDA ministers in North America? In the past, little has been done by the North American SDA Church to address motivational questions. Shell (1983) presented some motivational items to her randomly sampled group. The small number of other studies which have been done employed only a small number of subjectively- constructed items as they related to restricted groups. The results have, therefore, been of small substantive or comparative value. It was hoped that the selection of an instrument with the advantages of the EPS (see Instrumentation in this chapter and in Chapter II) would contribute additional reliability to ministerial motivational research for the church. Perhaps the normative elements of this widely-used instrument will initiate a basis for future SDA studies and comparisons. Additionally, although the EPS has been administered to varying population groups such as nurses, doctors, dentists, 74 adult vocational students, lawyers, and lay religious workers, it has not been applied to a group of ministers. Dissenpation Abstnacts, Qn-Line, and ERIC computer searches revealed no studies of ministers. To date, Dr. Boshier also reports that the EPS has not been administered to professional ministers. This fact has provided part of the intrigue of this study. It may be possible then, that this study can also become an encouragement for EPS and other motivational studies to be conducted for ministers of various other denominations. Questionyg. Dogp this unigne ministerial population sample appear to have additional motivationnl fgctorg (religious, personal growth. and organizational loyalty) which are not dealt with specifically in the EPS model? This question was the open-ended one which has seemed to have been situated on the growing edge of measurement instrumentation. There have been speculations and tentative conclusions that there could be additional "factors"-- religious (Burgess, 1971), organizational loyalty (Lowe, 1987), and personal growth. Darkenwald concluded that most adult learners participate in continuing education for reasons that are multiple, interrelated, closely connected to_life roles, and highly personal (1982, p. 136). Thus, in this present study, there was an extension of the quest (via the Investigatory Addendum) to ascertain whether instrumentation adaptation would reveal the 75 existence of motivational factors other than the six tested for by the EPS. Question 3. What is the relationship(s) between age and motivation in this sample? Shell, in her recommendations for further study, encourages serious inquiry into age-related questions involving the population of this study. More detailed study into the age-level or career-stage needs of Adventist pastors is needed. Such research could be a strong foundation for the development of resources to meet those needs (1983, p. 316). Although this study found few age-level or career-stage differences, the literature suggested the existence and importance of such differences. Responses in this area were no doubt limited by questionnaire items. Therefore, more study should be given to the special needs of young, middle-aged and pre- retirement pastors as basis for program development (1983, p. 317). Shell's dissertational research was intended as a broad look at many needs, but was not intended as a specific motivational study. In the light of Dr. Shell's basic recommendations, the present study has been designed to deal more thoroughly with the factor of age. Question 4. What is the relationship(s) between rank- ordered ministerial task-preference and motivation for this sample? A thorough exploration and computer search of the literature and dissertation indexes did not show evidence that any researcher had investigated this kind of 76 relationship (see Chapter II, pp. 68-70). Thus, the report of this research may have original aspects. Population and Sample Description The targeted population consists of approximately 2,190 ordained pastoral ministers of the Seventh-day Adventist Church in the U.S.A., Canada, and the Atlantic Islands. The population sample was 11% of the population, or 250 names of active pastors which were randomly selected from the 1988-89 SDA Conference personnel directories of the North American Division. Due to undergraduate school, seminary training, internship, and pre-ordination requirements, the group was at least 30 years of age. The sample did not include interns, judicatory administrators, teachers, or chaplains. Minorities were represented in the general sample randomly, and not specifically, indicated. Each conference was included in the randomization in direct proportion to the number of field-based pastors. Instrumentation The instruments that the subjects received included: (1) a cover letter containing the necessary items required -by the University Committee for Research Involving Human Subjects (UCRIHS); and (2) the socio-demographic sheet which contains the age and task-preference questions. ‘The EPS instrument, the factor scoring sheet, and the Investigatory 77 Addendum are discussed below. All are included in Appendix B. Only an overview rationale is given here for the EPS, as there has been a careful treatment in Chapter II under Instrumentation. The Education Participation Scale is a well-known and reliable motivational measurement instrument designed by Dr. Roger Boshier, Professor of Adult Education at the University of British Columbia, Vancouver, Canada. The instrument has been administered over 16 years to nearly 20,000 subjects in several countries and varying population groups. The EPS has been carefully validated (see Instrumentation in Chapter II); and Dr. Boshier is continually updating and doing research on the instrument and in the field of motivation. It has been administered in well over 50 research studies and dissertations, and reviewed in many articles. Comparative data is available to anyone, from the International EPS Data Bank at the University of British Columbia. The test (1971, 1976, 1982) consists of 40 questions or possible reasons for participation in adult classes (see Appendix B for sample instrument). Responses vary on a four-point scale: no influence; little influence; moderate influence; and much influence. These responses are organized on a factor scoring sheet into six basic motivations or "motivational factors:" social contact: social stimulation; professional advancement; community 78 service; external expectations: and cognitive interest. A numerical response value is, thereby, placed on the level (1.0 - 4.0) or strength of motivation for each subject in regard to each factor. Mean scale scores and standard deviations can then be derived and made available for comparative purposes. Dr. Boshier and others have been constantly involved in considerable EPS testing, factor analysis, cluster analysis, investigation, and revision over the years. The test/retest reliability averages .81, and all reliability values were found to be significant at the .001 level (Boshier, 10/1989, phone conversation). In his 1983 analysis, he urges that EPS factor or scale scores be treated as variables which are "dependent" upon the effects of a variety of socio- demographic and psychological variables. He concluded: Using scoring keys generated from this study, program planners can thus measure motivational orientations during their needs analyses and be reasonably confident that EPS scores are "pure"--not overly confounded by age or income. EPS factors have integrity: they are not redundant manifestations of some other variables. . . . . Now norms are available; it is suggested that EPS users compare and test for the differences between "local" and norm means. . . . It is no longer necessary to factor-analyze small data-sets. Although idiosyncratic solutions may be derived from unusual populations, it is desirable to use the standard scoring key (1983, pp. 175, 176) . In addition to vigorous testing and analysis, Boshier 79 and others are aware of limitations and necessary adaptation approaches. This adaptational attitude has produced specific population revisions for ABE students, older adults, and prisoners. Careful qualitative interview formats designed for the unique population have helped determine which questions might more truly reflect that population's major motivation for participation. Boshier has generously stated that answers cannot come out of an instrument if items with the potential for eliciting those answers are not on the instrument (Boshier, 1976; 1985, p. 117) . In harmony with that openness, several have explored for factors beyond the six basic EPS factors. Stephen D. Lowe, in his unpublished dissertation, Expanding the Taxonomy of Adult LearngrnOrientations (Michigan State University, 1987), noted evidences of two motivational orientations not measured by the EPS--namely a religious orientation and an institutional loyalty orientation (pp. 4, 6). Other researchers who have modified the EPS for non-clergy populations with obvious religious motivations include Utendorf (1984), Gallagher (1985), and Lucey (1986). Others as early as Burgess (1971) and Kovalik (1986) concluded that there was a religious factor in motivation. Following the exploratory precedent above, this present study also investigated the need for adaptation of the EPS to this specific population. In an experimental pre-test 80 investigation, open-ended interviews were conducted involving a preliminary prototype of SDA pastors. The purpose of the qualitative approach was to initially ascertain whether the EPS encompassed their primary motivational orientations. These qualitative interviews involved six ministers, from six different cities, regarding their motivations for recent participation in continuing education. The procedure (in which they confidentially and voluntarily cooperated) included: completing the EPS instrument; answering open- ended questions about their experience in filling out that instrument; and an opportunity to explain, in their own words, why they had engaged in their recent endeavors. Following the completion of the socio-demographic sheet, the minister was invited to give verbal comments about that instrument and about what kind of continuing education would be preferable if he were able to custom-order his experiences. The results of each of these rather lengthy interviews indicated motivations not encompassed by the EPS. These were incorporated in twelve additional questions which are called the Investigatory Addendum. This is included on the Asocio-demographic sheet (see Appendix B). Scoring was independent of the EPS, and also comparative with it. All sections invited the respondent's free comments following completion. This was designed to provide for more 81 qualitative clarity. There was no attempt to validate the exploratory characteristics of the Addendum (see Question 2 in this Chapter). Collection of Data A random sample of 250 ordained SDA pastors was selected from Conference personnel directories. Each received a mailed envelope with a cover letter, an EPS instrument, the socio-demographic sheet containing the Investigatory Addendum, and a stamped, self-addressed return envelope, insuring anonymity. A post-card reminder was sent four weeks later. Data Analysis Methods of analysis in this study have been chosen, first, for suitability in accurately answering research questions: and secondly, on the basis of clarity and applicational value for the program planner or practitioner. Multiple formats, statistical tests, tabulations, and comparative matrices have been designed to heighten clarity and increase meaning. To accommodate future researchers, raw data will be made available on computer disk. The five basic types of data to be analyzed in this study are: (1) EPS item and factor scores;‘(2) age; (3) rank-ordered task-preference; (4) qualitative data from prototype interviews and subjective written comments; and (5) Investigatory Addendum data. The Michigan State 82 University's Computer Laboratory assisted in data processing and analysis. EPS Data Education Participation Scale data has been expressed and utilized both as nominal data (by category) and as ratio data (by item and factor scores). A procedure has already been validated by Boshier whereby individual scores can be easily translated into factor scores (see EPS factor-scoring worksheet in Appendix B). No factor analysis is necessary. Each individual, answering 40 questions on a four-point scale, has six factor scores between 1.0 and 4.0. Each derived score describes the expressed importance of a motivational orientation. Education Participation Scale data has been described by individual rank-ordered factor-score sets, groups, group means, various score distributions, mean rank, percentages, measures of central tendency, and by measures of variability. Comparisons have been made between those groups who ranked specific motivations from the highest to the lowest. Parallels have been made between EPS scores for this sample and thousands of past participants recorded in the International EPS Data Bank. Age Data Ages of participants (see p. 11) have been expressed as frequency counts and age-group intervals. Statistical tests 83 were applied depending on the scale of measurement by which data is expressed. Data was treated as ratio when expressed as frequency counts or as age-group intervals. When expressed by categorical grouping, data was treated as nominal or dichotomous. Task-Pnefenence Datn Task-preference (see p. 13) data was received already rank-ordered. This data was generally expressed ordinally, but was given as nominal data for comparative purposes. Comparing Motivational, Age, and Task Preference Data All data was first described and compared by using various groupings, percentages, cross-tabulations, and descriptive techniques. Data was then investigated for possible correlations between (1) EPS factor groupings in relation to each other: (2) motivation and age; and (3) motivation and task- preference. The product moment correlation coefficient, or Pearson's r, and multiple regression studies were employed. Motivation is generally the dependent variable. But, for comparison and cross-check purposes, motivation is separately calculated as the independent variable (for example, when motivation is correlated with each task- preference, and task-preference is the dependent variable). Investigatony Addendum The twelve additional questions have been analyzed by item, as a group, and in combination with the 40-item EPS. 84 The responses to addendum items were compared with the responses to the 40 EPS items, to ascertain whether the addendum does reveal factors, in addition to the six EPS factors, which indicate motivational categories for this population sample. Qunlitative Data Analysis The qualitative or personal data obtained from the preliminary prototype findings, along with the written comments gathered from the instruments, are analyzed for possible implications. They are utilized in expanding and augmenting the quantitative findings. CHAPTER IV RESULTS Introdngtion This chapter reports the results of the research of Adventist ministers' motivations for continuing education, as described in Chapter III. The pre-test qualitative study outcome is reported below. The quantitative results of the two instruments is given in the sequential format presented by the four questions. Additional findings will follow the questions. There has been an effort to provide quantitative statistics in the form of figures and tables that will be clear and practical for continuing education practitioners. Data Collection A collection period of eight weeks was given for returning the surveys. At mid-point, a post-card reminder was sent (see Appendix B). 0f the 250 instruments sent, 63% (or 157) ordained ministers responded. This group completed all items on both the Education Participation Scale and Investigatory Addendum. The 157 ministers of this group generated the statistics reported in all data. An additional 20 ministers completed the EPS instrument and various parts of the Investigatory Addendum. This data is reflected in the statistical reports wherever possible. There were no sub-groups. Seven of the 250 instruments 85 86 mailed were undeliverable. There was an over-all usable return rate of 177 (70%). The Pre-Test Qualitative Study Because of the nature of research Question 2, and the desire to explore the possibility of new motivational factors for this population, six ministers in six different cities were interviewed in depth. This qualitative measure was taken as a formative preparation for the socio- demographic sheet and the questions to be included in the Investigatory Addendum. The open-ended, field-tested prototype included much the same procedure in each case. The respondent was asked to fill out an EPS instrument without any initial opportunity to ask questions. He was then asked to comment on his experience in filling out the questionnaire in regard to (a) general impression; (b) ease of answering: (c) clarity of terms; (d) areas of confusion over meaning: (e) any urge to rewrite items; (f) personal motivations which were not represented on the EPS; (g) why he engaged in his recent continuing education endeavor; (h) details about experience; (i) what kind of continuing education he would prefer if he could "custom order" his preference in regard to content, goals, and learning format. The pastor then responded to the socio-demographic sheet and registered his opinions (see Appendix B). 87 The ministers expressed a desire to: (1) (2) (3) (4) (5) (6) (7) (8) improve their own spiritual lives: learn more about salvation, theology and relationship to God; share thoughts, problems, "burdens," personal and family concerns, victories, insights, methodologies, and "general fellowship and prayer time" with fellow ministers; and to learn from more experienced ministers: be encouraged by the support of peers: give of themselves to their peer groups and to their church: develop their personal potentials so as to be better representatives of Christ, of their church, and of the "truths" they believe are ultimate solutions to life's problems; learn how to deal with the practical problems and challenges of the ministry. The twelve-item Investigatory Addendum (see Appendix B) was formed from the information gathered in these six interviews, together with the research of Stephen Lowe in his study at Michigan State University (1987) and Penny Shell at Andrews University (1983). The Addendum was then pre-tested in its present form with two of the six ministers. There were no negative comments. 88 The pre-test qualitative aspects of this study were valuable in assisting with the formative portions of the Addendum which are unique to portions of this research. W ue t 1. What are the se -re orted Educational Participation Scale (EPS) motivations for participation in continuing professional education of randomly-selected SDA minispens in North America? There was an instrument return rate of 70% for the Educational Participation Scale. The resulting data presents the most substantial portion of this research project. Through this means, there has been an effort to place some clarifying focus on general motivation for continuing education program planning for ordained Adventist ministers in North America. The data was generated from the 40-item EPS instrument which expresses motivational preferences on a scale of 1.0 to 4.0 (see scoring sheet, Appendix B). All items are categorically scored under one of the six "factor" score headings as given in Table 1. The instrumentation section of Chapters II and III documents validity and the .81 reliability for the EPS, which has been given to 20,000 subjects. Figure 1 is used to illustrate the possible motivational "factor scores" of an individual profile or person. These 33.8 035 58680 F932 68> 2368... a seam 88.882. 303.50 6985.383. 95535 30055 lll||.|,|_l v-ioicri‘iviot-co 55> Him 2m -M< .26 can an fin. 3:3 R masses 65 2 .5 Es. 3:5 3. 96:3 98 s 5 En 3:83 5 ”seats Ea 9 .5 3.6 v5 9. 8 AD can. 8:83 8 95.59 ea 2 .5 38. 3:83 8 39653 38 3 .5 £3. 33 2 agents 6.8 9 .5 >Hflwmafl Ma” Zn WMwtsH s< .~ ouswfim witcubmuu. x. 863%: 3.... ._ sim :95 83.6.8...“ 3.1.3.6 mg 8... HM. uh 9.. HF HH H N; m... I ,.ll _ ,rlllllle 6.. m. , _ I... I! N «.m TN VII m, “9633.5 :32 91 mm. H z is mouoom souomm 3mm: mmm 330.0 Hmflsouwfi3fiz .N ouswflm 0.50308“. 003.. 8...... 32.1.... 6...... .._..................._ s......... 3...... 3...... .H H H... H W H mQ A...“ m.~ ¢.~ _.m. .«fi 35: 92 scores are given as "means" which reflect the weight of value of that motivational factor for that particular respondent. Appendix C contains six pages on the actual means response profile for every question and participant. The individual profile of Figure 1 shows that the external expectation factor (V) mean score is 1.2, which would indicate that the person does not participate in continuing education because of the wishes of others. The community service factor (IV) reveals a feeling of responsibility to the individual's broader social environment. This is also relatively low at 1.5. Factor VI, cognitive interest, is 1.9, which indicates only a moderate desire to learn for the sake of learning. Professional or career advancement (III) is 1.8, and likewise, does not appear to be a strong factor. On the other hand, factor I (social contact), weighs with more value. Social stimulation (II) is an even more forceful motivation, indicating this respondent is an adult learner who finds strong satisfaction in getting away from his boring, "vegetative" circumstances. This individual learner apparently is stimulated by the variety of experience with congenial personal associations inherent in the continuing education environment. Figure 2, by contrast, represents the cumulative totals for the EPS factor score means for the whole group of 177 ministers. Evaluation of these self-reported motivations 93 indicates what the group as a whole perceives in regard to these six factors. The composite ministerial group scores show a different profile than does that of the individual adult learner above. This comparison is used in order to illustrate the possibility that professional ministers may vary somewhat from the average person or population. The rank ordered motivational factor scores are: Community service Cognitive interest Professional Advancement Social contact External expectation Social stimulation NNNNUU coo. NuwaF-‘N It is evident that these ministers are moderately motivated to participate in continuing education in order to experience social contact and social stimulation. It is this indicates that they enjoy personal relationships and like people. External expectations, with a group mean of 2.3, indicates that the constraints of other persons or institutions is not a highly significant factor in motivating ministers to participate in continuing education. It is interesting to note that there is only a 0.1 difference between these three moderate or lower motivations. In comparing the three higher motivational means, it is also interesting to discover only a 1.0 difference between the lowest and the highest group score. The three higher scores vary only by 0.3. Professional advancement is 2.9, 94 community service is 3.2, and cognitive interest averaged 3.1. It might be inferred, then, from EPS scores, that Adventist ministers in North America choose their continuing education primarily in order to advance their career goals, to become better able to serve their community, and just for the sake of learning. These are the general group cumulative findings that interesting data for program planners. Table 2 lists the group means and standard deviations for each of the 40 items which ministers responded to in this study. They are ranked from the highest to the lowest. Figure 3 compares the group mean factor scores for this sample of Adventist ministers with those of the International Education Participation Scale Data Bank. The cognitive interest factor of the two groups is nearly equal. There is a 31% higher community service factor for SDA ministers than there is for the average adult learner responding to the EPS. This might well be expected for a sample of pastors. The other four factors show an increased measure of motivational strength, ranging from 0.3 to 0.6. The parallel vertical bars, contained in the inset of Figure 4, illustrate the comparative motivational strength of the »two populations. The information, summarized in Figure 4, presents relevant information, since results of the comparisons are integral to this study. They are also important for future studies on this population, other TABLE 2 95 MEAN OF EACH OF THE 40 EPS QUESTION RESPONSES Variable 85885339855881283838853 5383 888 8&3fi88‘33385 £3328 RANKED FROM HIGHEST TO LOWEST N=157 Label Increase my job competence To better serve mankind Professional advancement Satisfy inquiring mind Understand human relations Knowledge for its own sake Prepare for community service Just for joy of learning Improve ability in comm. work Help earn credit or certificate Supplement previous education Prepare for further courses Just for the sake of learning Be more effective citizen Escape intellectual narrowness Meet formal requirements Keep up with competition Higher job status Keep up with others Participate in group activity Provide contrast to my previous education Insight into personal problems Do as authority recommended Keep from 'vegetating' Enjoy personal associations Improve my social relationships Share common interest Meet congenial peeple Improve social position Share common interest Make new friends Comply with another’s suggestion Be accepted by others Reprieve from daily frustration Comply with another’s instructions Break from routine Short break from responsibilities Relief from boredom Escape an unhappy relationship Escape television 1.574 1.513 1.439 1.141 1.130 0.861 0.818 0.731 0.806 0.747 0.835 0.827 0.797 0.766 0.745 0.501 0.438 96 I 303$ 1%,; 1 1. fi if E§N\\\\\\\\\\\V “if“ r4 :;\V “1 I \;.\\\\\\\\\\\\\\\\ Hg; S Kim ‘s.\\\u\\\\ \\\\\\\\\\\\\\\\\\ £1; ‘4 as l —-. e x S s ‘ a 0‘3! \ jg ‘5 3% ‘3. H 3 _. 23 8 T “7. “a - if: ‘¥:C1<:‘tic>r-55 Internation Ministers wi of Adventist #1 EPS Data Bank, Figure 3. A Comparison 97 refingm wk. Na .xcmm mama mmm HmcowumcuwucH Sofia mumumfiCHz umflosw>w< mo conflumano < .q ounwfim WLO¥UUH Rammedw 5. 33:3 9.2.3” aoouom ufi$ 2:: w; a; cow: E 00 .3. 9.th . 5:039, no I O. 98 Adventist populations, and for those which may be done on ministers in other denominations. This fulfills the purpose of one of the significant goals of this project. Additionally, Dr. Boshier, at the International EPS Data Bank, is interested in incorporating this data into the general pool. He especially will welcome data representing the first group of professional ministers. The above concludes the initial report of the results which answer Question 1. The interpretative meaning and correlational value reported here will be expanded further in this chapter and in Chapter V. There has been an effort to respond as clearly as possible to Question 1 by the careful use of figures and tables. These illustrations were intended to reduce verbal descriptions. The following points are made in summary: . Table 1 shows how EPS question items have been categorized under motivation factor score headings. Figure 1 illustrates an individual motivational factor profile. Figure 2 gives the composite factor profile of the whole group of Adventist ministers. Table 2 breaks the items or variables down by their labels, means, and standard deviations. Figure 3 presents the data of this study for purposes of comparison with past studies and possible 99 future investigations. Figure 4 adds a comparative element when illustrating the 19% greater motivational strength for ministers as contrasted with the general population. est 0 2. Dee this uni min sterial o ulation sample appear to have additional motivational factors (religious. personal growth. and organizational loyalty) which are not dealt with specifically in the EPS model? In the chapter on methodology, the research design stated one of the project's purposes was to be an exploratory effort toward the possibility of finding factors not included in the six EPS factors. The pre-test qualitative portion was designed to discover if these factors might exist in the pilot case studies. These preliminary respondents gave indications of these factors and assisted in the preparation of the twelve items which became the Investigatory Addendum. There was no attempt made during the formation of the Addendum to test for reliability and validity. No claims, therefore, were to be made regarding the generalizability of the instrument. It was thought that perhaps this design of an "adapted" instrument might reveal the existence of one or more of the three factors. Table 3 gives the short label forms of the questions along with the item number, the means, and the standard 100 ovwd 3w; conquest no.“ >558 08E. wv vad 3.3 mozwmo=oo c8526.“ >2 888283 5.. wood mm: flood is» whom—on chasm ow Sod omvfi 88383.3 >8 38 e... an ax: SON $05—33 >8 088.26 2 EoEQmfizoocm 3» mwod 9mm oxen moocmumcaweo e8 9.389302 3. Sod 088 58% >8 do 03.2, com 3 Swd 3:“ £985 £083 8 ofltoaxo c595 we v8.9 wvmd 526% RBEQmEBQEmfi >8 8.. 803 9. Ed Nwm.m 8o8m2o>op 189.com .8 mac“: cm 8:. 83m =5 £85285 52:. base o. H36 mead 3on >8 8.. minnows»: Exam 9. 83.2.59 :82 .33 88— pea—:35 .8833 8. 88:2: Some 8825. memzommm: 22.885 55:285. 8 8:. so :98 mo 23.2 n 385. 101 deviations for the twelve additional items. This table corresponds with Table 2, which lists the 40-item EPS instrument. It can be observed that 50% of the item means in the Addendum ranked 3.0 and above, as compared with 10% on the EPS. 0n the other hand, 50% of the EPS item means ranked in the 1.9 and below category as contrasted with 16.7% for the same group in the Addendum. Figure 5 is the companion composite for Figure 4. Figure 5 was designed to reveal, at a glance, the total response means for the entire study, together with the values from the International EPS Data Bank. The three Addendum factors register a combined motivational means strength of 9.1, which can be compared to the three highest factors on the EPS with a combined means of 9.2. A comparison of the three Addendum factors, with the remaining three EPS factors, reveals 2.3 higher motivational means for the Addendum. Table 4 records the mean number of points, standard deviations, and ranges for each factor on the combined instrument. In further reporting the results of the present study as it relates to answering research Question 2, the reader is referred to what appears to be meaningful comparisons from yet another perspective. Tables 5 and 6 combine all the means and standard deviations for all 52 items of the adapted instrument, together with the appropriate factor N: 20,000 5P5 Data Bank 1 "at MfiDMl SDA Him'si'ers N rl57 / 102 :i\\\\\‘\\\\ ‘\\\\ :z\\\\\\\ \\\\ L§.\\\\ \\\\\\\\\\ 12.]\§\\ \\\ as\\\\a\\\\\\\\\\\ t‘g\\\§\\\\\\\\\\\ \§i\\\\\\l\\\\\‘ \‘s\\\\\l\\\\ \ it\\\\\\\\\ \\\“ .- *- 1.5{5231 ‘0 N '- 11 . s Oqtgfimg;nal 'ZEI {flE;*::L / \Addendum Ami-122+” Said ‘JZH FhSOnQL Gwmdfl\ e We 7;; “El mu ,. «‘3 i as $9 3.1: L '3: 8 .§3 3 Hz; a. ‘33 S: ,8 :5 {‘3’ 8°? 3 & LU H33 033 thfl Interest L and Addendum Items 103 >386.— 82 88 88.2 81.8 888 3888580 on 8.2 8... 88.8 83 5.: sad 288% :5 8.3 8... 88.2 83 3.8 5380 3858 => 8...: 8... 88.2 888 88.: see:— 9288 5 neonafionxm 8.: 8... 88.8 EN 88.8 3528 > 8.8 88 8.2 8.8 an: 8E8 838.80 >— 8088886.... 8.8 8.x 88.8 8w... 8.8 assessed 8 8.8 88 80.8 83 8m: 88588 38m = 8.8 8s 88.: 83. 3.38 32qu snow _ is name: .38. [En— seem.“ 2:53 52.... 38. :8: 888m seem E mow—8% can £85853 cue—=85 idiom «o 83:52 see—Z s wanes 030.. Inn—3.0:! o .3585... .2.. n ma. 0 5.... 8.82.28 ...... .... ..80. 0. 808008;? «a... m m8. H Sud 38080083.. 1.8.8 .002 an 355:8..." 303 N 084 03d 80:38.8: 8:000:08. Kg 3 00.20» 9.88800 v Ed SYN nun—.0 0.500%0 0.58 on 3 80.00.. 8.53.5 08. :8... av." mum—.583»: .58 .8. 8. am 30.08.. 2.2.800 e woo H weed 9.8.80. ..o 00.8 05 ..2 v.3. 5 80800.82... ..o..— n wmo c 8.3 008:8 .03 .8 0.3305 9 808005300 do:— n owe H «and 5.80:3 0:33.... 8080153 3 505..» ...:ombm LC :3 — Sm." 000.333 an. 08080.5 2 80883308m 3. 80800.33... .00.... n C. H 8nd 0.35.000 ..o .608 :80 £0: 8 003.0» 3158800 v N8 a mg.” :83 ~c.8583 8 3:5: 0.6.38. an .33.... 25.88 0 N8 0 on...“ 3.5.0. ... ...... a. a... a 00.20» £88800 0 «8 H «mud 00.20» 58:888. 08 0030...— NN $8 55.5 Ego— ?ao_.fl_=au..0 05. 9a.: ....9?» ...—0:580”... ..8 mun—.8502 ., 3. 4 .0208. 0.5:.on 0 N36 , g . . 0?... :30 3. .5. 030.305. .... .8 0 005.0» 38:88.5 . v «wad _ 89.30— 888. 88.8023 8 1 5.88.. 8:0...3_:»m..o :5 5a.... . ,_ 88:5 .3. .0 0:13 00m G 3...»... .288...an ...... 8.8 8......0 .85.. 3 080...... 05...... my .35... 2.38 0 «a... . .. . ......a 0.8.8... 5.8 8 808028.60 .3..— m mad. ., . , _ . . .. ... .3800:ng 30.3395 8 .2...... .5880 .3. .83 ... ,. . , H 5%.... 85.83.802.23 .... ..e as... .. 0.. 5.5.8 ...-520% 0:... $2.... . . .. . 8083325. 8:00.00.— ..8 0.33 cm .53 33.0.8 .8. 8.2. . ...: ......80328... 2.2... 55.6 a. 00.30... 58:88.00 . 0. wood , . _. , 88.8.8 023 .030: on. «N 8088.56: .095 m 355 0080.388 no. >8. 080008 3 8...... 38:82.80 .3. , =0... ....2» a... .3. 0.82.333: 9. $3 M933 0.5.2 .308... .oz .30...— =o=£>0Q .802 :33 62 80: that—=3“ fag—Batch m0 gm yum—mane ngs On. 93:53: 20»?— Qua—E .mHmZOmmm—m ZO—EmHDO um HE m0 EOE ho mam—z mDOQU . m HAM—<8 .83 5.38.... . 83%...» 38m N 3.... 8. H H332 “Ham. HH Eouaflonuo .335 m Hand HvH H 3:30.39. H.335. ..a 88mm em mangoes .253. n 9:. H9. H 30.5.3 a3 39.. 8 8:223.» 38m N 83 meH mouaniommfi 39¢ «.35 «.on cm 3:25.33 308 N 83 «EH 0538 Boa Maui mm Seances ...Eoum n 5.... E3 32.253. “.3523 5.3 H.980 .... 8.31.8.3. 33m N m8... «no H .8353 H3 Boa Bow—Hum 8 38:8 Boom H E. o «8 H 9.36 .3 gauges on 8 323quon 153m n 08. o Se H uouflmwsm. 9.5505 .23 29.80 on 63:8 atom H Hmbd HSH «65$ 32. 35;. mm Hogans? 38m N me o 83 1.3.73-8: 2 7.2300 R $3.80 33m H g o thH axiom 308 255...: mm H838 38 H E c 8.... 282. Bias .8: 8 awn" M958 5 82:8 38m H H86 .3223 noEEoo Edam 8 m 538» 3.529.— .5 a3; 553:8 .5 .35. 98:. av 33:8 imam H 36 3330533 Eco... >8 26:3: Hm 65:8 38w H Swd, . Sougmfiofloa .8me vH 822:3: 38w a. , , oS.H ., H . .. g _:,. .. Hagan 0? 89“. 9.0M NH 52...» ......EHH .5 _ , H32 . . . _ . . 818:8 .382... HH 3320...... c. 32.80% 150:.“ n . . _ NEH . . _ _ .. 3385,89. 3.5455 mm on we 32:8 zoom . x2 _ . . ., _ 303%, .383“. 25 H33. 2 265:3; Egon N ammo . ,. . ._ . N. no adoSoa HE 2 7.9.38 35on mm .838 38w H H86 .. . . 35.3» 9.on 3 835.5; 5 ”8.8.. .....HEHm L... , 8.2 . was. ...? 5.2. 9.25 . .... «53309.0 3505 m wood ., . .. 9.050 5.3 933: , .3 30385.... HRH n «as . ,. . 3% 8H .23.: 3 $3 yum—.38 oEaZ HSulah 62 ..ngm =o=£>oa :32 EH15 62 E2— 9:3:an EOHFEDQCH— hO 8cm yum—33v ham—>93 Oh. Emma—HUSH SHOE Gav—72M .mflmZOmmm—M ZO—EmM—DO Nm HE ho =Uo< 22819.8on 84w 3885 o>§=mo0 NS 005.com bfisfiaoo SA 52385 Hakim 108 ES... .335...an ...... 8.5m ......aaaoo 8...»...51 55:228.. 539.6 .33qu can «5885.64. .333qu 8... u .. can u . ..> ... ... .83.... £580 .asoflom ...... sous—.....am 33m 8... u .. can. u . ..> a .. 228.. 5.35 .35.... ...... 35:5 3.8m ..> .... . :22... 8... n .. SE. n . 2%.... .333...an ...... 8...... .2......5 8... u .. 83.. ... . x. a ...> .82... ...—£3 3.853.590 ...... 5380 .3392... 8... u .. 35.. .... . x. a ..> .83.... 95.1.58". o8.n..5e.u. §.ua%8u. 95:33.". o8.n..§.u. 3.6.88". b3 HZ 8:1. :8». 8:8: 133% ...... 5.55 .38.... ...> ... ..> .68.... mg a: m m 5. 30:38.5— ...Eofiu ...... Eon—85>: insane—o...— > a. E 392.... 2.2.8927”.— .aesm ...... ....33m 38m > on = $82.... .5385: 33.8.9... ...... 5:533 3.8 ... ... .. was... 333m 3.5.8.50 E... 35.30 ...—com 2 Q n 388m ...»Eoo..§—.< 33.889... ...... 88.30 ...—wow 5 a. _ 382$ 8.33.... 325 ...... 83:8 .398 .. ... . 322.. r.— H mm 5.5 mag—.0 :04”.— OH. mKOHDSm Auom .uacemuo Hesumuwam Hecoeuom e>wuwcwou Henuouxm haunsaaoo x~ moeo moao moau moau «Chock >H aoaov< cowumasamum uomucoo secomemououm Hewoom Hemoom HHH “OhoHHOZ m~ wands umozou sou asmooz saunas: 118 cowumuseaum Hemoom mcowumuooaxm amcuouxma momucoo aowoom suaouu Hmcomuoma ucosoocm>o< amcowmmououme umououcu o>wuwcmou acumen: Hanuwuwam zuammoa Hmcomuenmcmmuo mow>uom xumcaaaoo uu>o can on mac cowuowsamum Hmwoom chMDmuoocxm Hmcmouxm momucoo ammoom suzouo accomuom ucosoocm>o< HchHmmmuoum amououcH o>mumcwoo mouwmon umsumumcm oow>uom huflcssaou muucaog HmcoMummwcewuo em ou< punches .nouoom Hmsvo on: muouomm mo momma omens a anamueuoodxm Hocuouxm cowumasswum ammoom bomucoo wowoom cusouo Hmcomuom ucoaoocm>v< uncoflmmowoum moummoa Hanufiumnm oom>uom humcsaaous umououcn o>wumswoon auaezog accomueuwcmmuo so om< success macaw mu< rm mmOHUHHOZ Omuzo< Hmcommmomoum oom>uom humcsasoo umououcu o>mumcmoo huammoa umc0mumumcowuo :MmumeImummmmw 1L19 TABLE 15 FIRST’CHOSEN TASK PREFERENCES RANK-ORDERED WITHIN EACH AGE GROUP Less Than Age 37 Preaching 42.9% Academic 14.32 [Counseling 10.72 Bible Studies .10 . 7% [Administration 7.1% Youth Ministry 3.1: {Visiting 3.5x Projects Laeéx TOTALS 1002 Through Age 47 Preaching 40.42 Visiting 19.2% Bible Studies 17.3: Administration 9.6% Youth Ministry 7.7% Academic 8 Tchg. 3.82 Projects 1.9% Counseling 0.0% 1002 Through Age 57 Preaching 40.0% Bible Studies 20.0% fiVisiting 12.5% Academic & Tchg. 12.5% Administration 7.5% Projects 5.02 Counseling 2.5% Youth Ministry 0.0% 100% Age 58 and Over Preaching 41.2% Bible Studies 23.5% Visiting 20.6% Administration 8.8% Projects 5.9% Youth Ministry 0.0% Academic & Tchg. 0.02 Counseling Lp.02 100% 120 Bible studies was chosen moderately by the less- than-37 age group. The percentage level increases steadily with each additional age group sampled. Administration remains in a lower middle range across all age groups. Youth ministry was moderately low selection up to age 47, then drops to zero. Projects was a task chosen by very few in all age groups, but was highest in the two eldest age groups. Table 16 characterizes additional age group data from two percentage perspectives, which can serve as guidelines to programmers interested in age factors. Table 17 shows another view point in rank-ordering by age groups. The following observations can be made: 1. The selection of projects as a first preference increases with age. Youth ministry drops to zero as a first preference after age 47. The following appears true for visiting, preaching, Bible studies and administration: the "through 47" age group most often ranked each of these first: and the less-than-37 age group most often ranked each of these last. The "through 47" group was most interested in youth ministry. 121. o.oo~ o.oo5 5.ooH o.oo~ 5.OO5 o.oo5 a.aa m.aa muo was mm a.m~ o.o m.ms o.m5 H.mN m.mm «.mm 5.55 5m negates H.5m 5.00 «.m5 o.o m.mm 5.0H n.5n m.me 5s punches 5.O5 «.mm s.em o.m5 «.ms 5.05 o.m5 m.s 5m cane mums muHaaem mucus smHmHsz once a wasem oszmmzsoo zo~a uzuaosazou memo» 05=moHa mmuzmmmammm sacs ammomonammHm .n m.m5 o.o o.o o.o m.o a.m 5.54 e.o~ um>o can an 0.05 0.0 m.55 m.~ m.5 o.m o.os m.55 5m exposes n.55 5.5 m.m o.o o.a m.5 e.os «.mH 5slmmmmuea 5.¢5 5.5 m.e5 5.oH 5.5 e.n 5.5: o.m 5m sane anus mmHnDHm Hanan wmsmHzHZ U208 w Wnnhm UzHAmmZDoo zeaacmhmHzH=n< maumnomn ozH=U UZHHUDQZOQ EEOC? UHZHQHn mmbomo mu< .m ca mqmo cam mm 50 0500505 50 0500505 mumox hm away was: “mum mcsouw ow< Nm.q mmv NN.HN mm: No.0m +mm Nm.mc he: c5u5m5> 123 5. The two groups over 48 were twice as likely to want to do projects. 6. Seventy-five percent of those choosing counseling first were in the 37 and under age group. 7. Only 4.3% in the 37 and under group chose visiting. 8. The 38-47 age group was the largest whose first task choice was preaching. The percentage decreases, thereafter, but not drastically. The lowest, 19%, was in the 37 and under group. 9. Of the 48-57 age group, 45.5% chose academic study and teaching as their first preference. Question 3 can be summarized by saying that there are a number of observations revealed in the data that can be helpful to providers of continuing education: but, there appears to be no significant relationship between motivation and age. This data does not suggest that the programmer should plan to subdivide ministerial age groups on the basis of motivations that were discovered in this study. The additional analysis of age groups and task preference gives a different perspective for the provider, which may enhance the understanding of age. Therefore, there may be reasons other than motivational factor differences upon which to base sub-dividing for age. One of them may be the task-preference data reported in these additional findings under Question 3. 124 nggtion 4. What is the relationship(s) between zank- ogdered task-preference and motivation to; this sample? Figure 7 visually reports the choices of this sample of North American ministers. Table 18 reveals that preaching, visiting, and Bible studies were included in the top four choices of 53% of the ministers. The motivational means for the factor scores are recorded on Table 19. This graphic clearly helps to answer the fourth question in this study, showing each relationship between the eight task-preferences and each motivational factor. The relationships range from 2.17 for academic study and for social stimulation, for academic study and external expectation, to 3.95 for youth ministry and organizational loyalty. Therefore, there is more significance to task-preference and motivation, than for age and motivation. The analysis of motivational means ranked under each top-chosen task-preference showed that for each task, the following were the top two motivations: VISITING, organizational loyalty, and spiritual desires: PREACHING, organizational loyalty, and community service: PROJECTS, organizational loyalty, and cognitive interest: 125 mmH n z owmucoouom >b oocouomoumlxmme .5 onsw5m 00005 :o_5m=m_c_En< . .3Qép 280000.05 5.. _ 55... 000035 0.05 802.. V 9:900:00 l 550“ .3055. 53> E‘ .$de 90005005 1126 TABLE 18 Number of Participants Who Rated Preaching, Visiting, and Conducting Bible Studies As Their Top Three Preferences TOTAL: 41 ministers PERCENTAGE: 26 percent of 157 Identification Numbers: 0, 1, S, 6, 9, 10, 20, 23, 30, 31, 32, 42, 50,53, 60, 64, 66, 68, 69, 71, 72, 73, 77, 83, 93, 94, 107, 113, 121, 123, 131, 135, 139, 140, 144, 145, 146, 147, 151, 154, 116 Number of Participants Who Rated Preaching, Visiting, and Conducting Bible Studies Among Their Top Four Preferences TOTAL: 83 ministers PERCENTAGE: 53 percent of 157 Identification Numbers: 0, 1, S, 6, 9, 10, 20, 23, 30, 31, 32, 42, 50, S3, 60, 64, 66, 68, 69, 71, 72, 73, 77, 83, 93, 94, 107, 113, 121, 123, 131, 135, 139, 140, 144, 145, 146, 147 151, 154, 116, 3, 15, 22, 29, 33, 39, 40, 46, 48, 52, 54, 58, 61, 65, 67, 174, 75, 76, 78, 81, 96, 98, 105, 106, 108, 112, 118, 129, 130, 132, 133, 134, 137, 138, 141, 143, 146, 147, 149, 150, 152, 166 50 ca 5 Eonw .o5mom bemocuusow mc>uuuuox55 m co voxume mouoom 5mco5um>5uos mo memos mum muonsszv 1J27 0m.m mm.m m0.~ 55.0 o5.m Om.m 0m.m mm.m mu5mmo5 5mco5um55cmwuo 05.0 00.0 00.5 05.5 55.5 00.5 00.0 05.0 0055000.555> 500055500 mo.~ w5.~ Nm.N 55.m no.N co.m 5m.m oa.~ susouu .55> 5mcom5om om.~ NN.m m5.m 00.m 55.m 0o.m 05.0 no.0 umo5o5c5 .5> o>5u5cwoo m~.N mN.N 55.~ 05.5 m0.~ wo.~ NN.N 5N.N aco5umuocaxm .> 5mcuouxm cm.m 00.5 5m.N 5w.m ow.~ mN.m 05.5 m5.m oo5>uom .>5 >u5cssaoo mm.~ 5m.~ No.5 ON.m m¢.~ mm.~ qm.m o¢.~ ucoaoocm>c< .555 5mco5mmouonm 5N.N mo.N 55.N 0m.~ 5n.N om.~ o5.m 00.5 co5ue5sa5um. .55 5m5oom mm.~ oN.~ 5m.~ mm.N 5m.~ ~0.N 0m.~ m0.~ uoeucou .5 5m5oom 005csum Nuum5c5z ucmnomos mc55omc=ou co5umuum5c55o< muoononm mc5aomoum mc5u5m5> 05050 .0000» 000 50:00 wc5uosvcoo o5aoomo< mozmxmhmmm MmHHOZ mo mzU< HQGOMmmUHOHm .555m 0co5umuoonxm 505000 .5muooaxm 5mcuouxu uomucoo 505000 053050 5mcomuom oo5>5om >55csEEoo 5mc5o5xm co5um5se5um 505000 uomusoo 505000 053050 HQGOmHUm oo5>5om >55csasou umououc5 unmeoocm>o< assaoosm>c< .mnomoum 5mco5mmououm 005550000 0055009 5msu555nm oo5>uom .mumcsssoo >55m005 .N5cmwuo 0050050 - m 5 wc55wmvmou mou5mon 5msuwu5am umououc5 035550500 >55m005 .uwcmwuo N5505c5z 05005 005500: 509555500 555m>o5 .N5cmw5o unwuoucH o>555cwoo mc5 ones can usum omamomo< 0co5umuooaxm 5mc5o5xm co5um59555m 5m5oom uomucoo 505000 moummoa 5055555am >55m>o5 .umcmmuo nuzouu 5mcomuom usuamocn>o< 50co500ououm 5005o5c5 o>555cwou oo5>umm 555:35800 mcm5omcsou co5505se5um 0co5umuooaxm 505000 uomucou 505000 0co5umuooaxm 5mcuo5xm £53050 5mcomuom 0o55moa 500555500 oo5>uom 555::EEoo goosoocm>o< 5mco5mmomoum umouo5c5 o>555cwoo 5550505 5mco5umu5cmwuo .mmH505505c5so< ON m5m¢H 50cuouxm co5um5ss55m 505000 5005coo 5m5oom .oocm>o< .0005055 mou5moa 5msu5u5qm 053050 5mco05om umououc5 o>555=mou oo5>5om >55=ssaou >55m>o5 co5um5s85um 50500m 0co5umuooaxm 5mcuouxm uomucou 5m5oom 053050 5mcomuom UCQEMO¢Q>U< HQGOmmmONOHm awhwmwa 500555500 oo5>uom >55csseoo 50o5o5c5 0.5550000 5550505 .umcemuo 5mco5umnmcmwuo muoonoum wcmsomoum 0co5umuoonxm 5mcuo5xm co5um5sE5um 5m5oom uomucou 5m5oom bassoocm>o< 5mco5mmowoum susouu 5mcomuom ummuo5c5 o>555cwoo oo5>uom >55csano 0o550on 500555500 >550>o5 5mco5umu5cmmuo 00555053 Amouoom :moz 5m6055m>5uo= Scum vo>muoo nympho Jammy mozmmmhmmm Mm5902 nmxz B —_p C During the episodes of a Pleasure As a result of these This knowledge and skill Pl learning project. the person " learning episodes. he Will l-o Pleasure mllbeused for performing " 93“” will perform certain retain certain knowledge some responflbility or activities such as reading. and skill. action at a higher level (or - ~ Self- Self- f Self- ltstemng, w .. aster). F’ watching. “mm esteem esteem listening practicing. ‘ t F: -. Others Others I/ f ‘ I F -. Pleasure I D He will receive a -' Pleasure promotion, hiflter pay. 'or This knowledge and skill some other material willbeusedasabasefor _. Self- gaining further knowledge esteem and skill, or for fifi understanding better what is happening or being said E in some situation. He will receive credit toward some degree, certificate, diplomaticense, ". 0th“! grade level, professional standing or higher Self- oecupauonal grade. _. esteem .. Others "‘ Pleasure Figure 11. ISelfesteem The Relationships Among the Benefits that a Learner May Expect From a Learning Project Taken from Tough, 1971, in Knowles, 1973, p. 38. 157 fins d .93 Jon—mom ..omom Soc cod—ah. boondouo one cowuodwowouom cofiueosom uH=o< cmoacxm o» Hoooz < .- ouswfim S m i 3 S 06:63»:ch a :20. \- W mm MUZm—Hmammm H m. m coconuwcoo bungee—\u—om 1" 3co=cmc3£ 38-8.5 ‘l notation. .5390. AI- - A m 6' W m. 8:09.936 neocssmbdom - W a N .84 . m w. o a u A "I. H W W w oozesewcoofi ~. \aom - m i . mm . PDOmomfl Q m 9 8339.83 fiasco—gum ‘Ilu 8:33:83 33-93:— ‘II cocméofi Doorman. A!" r m m ooooscwaoofi Loo—sangow “ - E E IIIII' II'IIIII"l""'"l-ll'I'Il'l'"'I"ll'll'c'l"u 158 .mm d 5.3 6033...: 89.. nos—ah. acoauwauoom mo awfioouem n.c0mconsm .mH ouswwm 8323 038 Loco—o =5, «cocoa? nsmcoc.a 2E 33..» R - , ...—does we 3:33.129 A 1:232: on. «.3255 05. co mono: 38.30 cosmos—do on. we coco—.3 R @3582. saw 696..» 85.0.2 v5 .39an ¢ 329, .8325... 308393 323302 2: _o .822 T we oouwoo 23 -2925 can. Eon—cogs conductom £ 283"— by ‘ cosmos—co on. 80388 35335 one E 83623.“ o. 03a T 1318980 mace .0 828398 05 X fumoqooacoa+ unconscomeoo Enchant 56:3 o>so< accrues 3a: :5 cocoon—so =5. «comes—m 33anon on. n 3580me 159 .gmm~ .ueouo aouu coxoa mowuw>woo< meanness u~=o< cm caduecwowuuom wcwocouauooea now Hope: Amoov oncoenomiuoucwoco .<~ ouswwm cozacmomtam‘lll 23.—:5 one Go £83880 mo 1 cones—nono— g l W—NOM ~88 :3 I cocacmocac :3. :3an one «How Mo 85:38— Q 802mg: 85 as someone“. 58a 8352 a: Ill» a com.as_o>o.u_om g 160 as a .82 .225 acre adamuo>occu mo caducoo< we acouxm o» wcwouooo< cowmmouOHm e we opened: can no cofiuoowwwnnonu .m~ ouswwm 30:88st Seamus..— .A \. meoagocfi 3.8.82 0822 8050 one foo—om q. «Susanna aces—swam 803250 nosegm , . a... £238qu wo>usooxm 832313508305. floccuuoflm do c3832 161 .vN d €on .ocefiD Boa coo—op. cowumosom newscwucoo cw coflummwomuuom wo Hmcoz .o~ ousmmm mmUmOm m>F330:on .: 3:th _ . . Assess... ..m _ . are .m ,, . .gbmflouofisno , ., ,, H. assay“; ,.,. . T . . 83%2885 . ,. _ ....,efi88ao,. .o. am e .8338; 3830 .0 and .,m , maniac , wet—.53 Jul—Em:— APPENDIX B 163 4962 Pioneer Road Berrien Springs, MI 49103 September 12, 1989 Dear Elder Enclosed is a self-evaluating instrument designed to assist in forming founda- tions for future Seventh-day Adventist Continuing Professional Theological Education. Understanding the personal "motivation" Adventist ministers have for choosing their own continuing education is essential for those who are planning the "menu.” As a graduate of Andrews University’s undergraduate and graduate degrees in Religion, and having considerable post-degree graduate training in Religious Education, I have continued my commitment to Adventist Continuing Profes- sional Education by pursuing a doctorate in Adult and Continuing Education at Michigan State University. We will be genuinely grateful should you consent to voluntarily participate by completing and returning this questionnaire. Your response is entirely anony- mous and shouldn’t take very much of your precious time. You may find that some items will be of help in clarifying your own desires for growth in your continuing education choices. Cordially, Patricia A. Oetman 164 é) EDUCATION PARTICIPATION SCALE F-Form Roger Boshier 1982 Reprinted, 1983 Reprinted, 1984 Reprinted, 1988 - i Li Raw its in} Qiaiinfi l‘ ‘s-‘rsil \\‘o‘ki it‘Ii‘ -\'.'P \'.im‘ml‘.'t‘r R ( \yi‘R :(30 Canada 165 TO WHAT EXTENT DID THESE REASONS INFLUENCE YOU TO ENROLL IN YOUR ADULT EDUCATION CLASS? Think back to when you enrolled for your course and indicate the extent to which each of the reasons listed below influenced you to participate. Circle the category which best reflects the extent to which each reason influenced you to enroll. There are 40 reasons listed. Circle one category for each reason. Please be frank. There are no right or wrong answers. 1. To seek knowledge for its own sake No Little Moderate Much influence influence influence influence 2. To share a common interest with No Little Moderate Much my spouse or friend influence influence influence influence 3. To secure professional advancement No Little Moderate Much influence influence influence influence 4. To become more effective as a No Little Moderate Much citizen influence influence influence influence 5. To get relief from boredom No Little Moderate Much influence influence influence influence 6. To carry out the recommendation . No Little Moderate Much of some authority influence influence influence influence 7. To satisfy an enquiring mind No Little Moderate Much influence influence influence influence 8. To overcome the frustration of day No Little Moderate Much to day living influence influence influence influence 9. To be accepted by others No Little Moderate Much influence influence influence influence 10. To give me higher status in my job No Little Moderate Much influence influence influence influence 11. To supplement a narrow previous No Little Moderate Much education influence influence influence influence 12. To stop myself becoming a No Little Moderate Much "vegetable" influence influence influence influence 13. To acquire knowledge to help with No Little Moderate Much other educational courses influence influence influence influence 14. To fulfill a need for personal No Little Moderate Much associations and friendships influence influence influence influence 15. To keep up with competition No Little Moderate Much influence influence influence influence 16. To escape the intellectual No Little Moderate Much narrowness of my occupation influence influence influence influence 17. To participate in group activity No Little Moderate Much influence influence influence influence 18. To increase my job competence No Little Moderate Much influence influence influence influence 166 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. To gain insight into my personal problems To help me earn a degree, diploma or certificate To escape television To prepare for community service To gain insight into human relations To have a few hours away from responsibilities To learn just for the joy of learning To become acquainted with congenial people To provide a contrast to the rest of my life To get a break in the routine of home or work To improve my ability to serve humankind To keep up with others To improve my social relationships To meet formal requirements To maintain or improve my social position To escape an unhappy relationship To provide a contrast to my previous education To comply with the suggestions of someone else To learn just for the sake of learning To make new friends To improve my ability to participate in community work To comply with instructions from someone else No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence No influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Little influence Lflfle influence Little influence Little influence Lufle influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Moderate influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence Much influence 167 Addendum 41. To network with peers so we can do more cooperative ef- No Little Moderate Much forts to make our church organintlon grow. Influence Influence Influence Influence 42. To learn to think more broadly and clearly about theology No Little Moderate Much and God’s will. Influence Influence Influence Influence 43. To provide better leadership to my group where I feel a No Little Moderate Much responsibility. Influence Influence Influence Influence 44. To encourage me In overcoming my weaknesses. No Little Moderate Much Influence Influence Influence Influence 45. To learn what 'works' in other churches so I can No Little Moderate Much contribute to the success of my own church. Influence Influence Influence Influence 46. To be exposed to ideas that will help me with my No Little Moderate Much spiritual/character growth. Influence Influence Influence Influence 47. To be 'understood by' someone who may be farther along No Little Moderate Much in personal growth. Influence Influence Influence Influence 48. To be 'away from" my duties in order to have a more No Little Moderate M uch objective point of view for personal problem solving. Influence Influence Influence Influence 49. To have an opportunity to share my religious beliefs with No Little Moderate Much peers. Influence Influence Influence Influence 50. To gather ideas that will assist me in achieving my No Little Moderate Much personal potential. Influence Influence Influence Influence 51. Because of the obvious value to me of this Remnant No Little Moderate Much Church. Influence Influence Influence Influence 52. To be with wiser teachers with whom to square my No Little Moderate Much religious assumptions. Influence Influence Influence Influence ‘Aiter completing the instrument, please feel free to rewrite any unclear or irritating items, and then complete the following: Years in the ministry Rank order the type of ministry you enjoy most (1-8): Years in district leadership Age Visiting Marital status Preaching Number of children Projects ..... (Type) Undergraduate major (Church Exprovement, social programsjtc.) Graduate degree & major Administration Doctorate & concentration Counseling Post-degree academic credit hours Academic Study & Teaching Continuing Education Units (CEU’s) Youth Ministry (any group) Any additional estimated clock hours Conducting Bible Studies in connection with structured continuing education in last two years (workshop, home study, retreats, etc.) w ank order your preference (1-4) for the following: Conference Sponsored Meetings Home Study Continuing Education Self-planned Study Projects ‘There is no penalty for failing to answer any question, though we Seminary Sponsored Courses would be very grateful should you choose to complete each item. A /_'i 168 Reminder Notice Dear Pastor, Thank you very much, and please disregard this reminder, if you have already returned my parts of your Continuing Education Survey. In the event that you have not, kindly help us as promptly as you possibly can, and be sure to return m the survey and the Addendum. Please rank order your task preference carefully. Use each number (1-8) only once, ie. '1' for your first or most enjoyable task up to '8' for the job you least enjoy. Gratefully, @at Patricia A. Oetman 4962 Pioneer Road Berrien Springs, MI 49103 169 EDUCATION PARTICIPATION SCALE Scoring Key for General Form I.D. DUDE] Score 'No Influence' as i. 'Littie influence“ as 2. 'Moderate influence' as 3. and 'Mueh influence' as 4. Write the raw score for each item in the right-hand margin of the questionnaire. Next. transfer each raw score onto this page. Sum the item responses and divide by the number of items in the factor to obtain an average score for each factor. These scores should range from i to 4. I II III SOCIAL SOCIAL PROFESSIONAL CONTACT STIMULATION ADVANCEMENT rrem NO. nAw scone near N0. nAw scone ITEM NO. nAw scone 2 - S I 3 m 9 - a - 10 - I4 - 12 - 11 - 17 - 16 - i3 - t9 - 21 - LS .- 26 - u - 18 - 31 3 27 3 20 a 33 - 23 - 32 - 38 =- 35 . Total - Total - Total . Average Average Average IV V VI COMMUNITY EXTERNAL COGNITIVE SERVICE EXPECTATIONS INTEREST ITEM NO. nAw scone mam NO. nAw scone lTEM N0. nAw scone 4 - 6 - 1 - 22 - 30 ' 7 u 23 - 34 ' 25 I 29 - 36 = 37 - 39 - 4o . Total - Total = ---------- ==-----a- Tmu . Average Average = ssssssss Averare a Law . no- 4640). Scuba G. 3760 w... IOth Ave. Vancouver. ac. vsn zoo Canada ADDENDUM TO THE EDUCATION PARTICIPATION SCALE Scoring Key VII VIII Ix PERSONAL SPIRITUAL ORGANIZATIONAL GROWTH DESIRES LOYALTY new “0 RAW SCORE iTEM NO. RAW scone rrervt NO. RAW scone 4‘ " 42 - 4i - ‘7 ' 46 - 43 - 48 ' 49 - 45 - 5° ' 52 - 51 - Total _ Total I --------- Total I ...-....- """ ' " ' ' Average Average Average 170 SHORT FORMS F E Item Knowledge for its own sake Share common interest Professional advancement . Be more effective citizen . Relief from boredom Do as authority recommended Satisfy inquiring mind Reprieve from daily frustration PQSQM-‘eifih’r‘ Be accepted by Others 10. Higher job status 11. Supplement previous education 12. Keep from 'vegetating' 13. Prepare for further courses 14. Enjoy personal associations 15. Keep up with competition 16. Escape occupational intellectual narrowness . Participate in group activity . Increase my job competence . Insight into personal problems . Help earn credit or certificate 88533 N 1. Escape television Prepare for community service . Understand human relations . Short break from responsibilities . Just for joy Of learning . Meet congenial people . Contrast to life-as-usual . Break from routine . To better serve mankind SEBKR'KBFS 31. 32. 33. 35. 37. 39. 41. 42. 43. 45. 47. 49. 50. 51. 52. Keep up with others Improve my social relationships Meet formal requirements Improve social position Escape an unhappy relationship Provide contrast to my previous education . Comply with another’s suggestion Just for the sake of learning . Make new friends Improve ability in community work Comply with another’s instructions EQLAdtienduILItcms Networking for organization’s sake Clarity about theology/God’s will Better leadership for my group Encouragement to overcome my weaknesses Expand expertise to benefit church Ideas for my character/spiritual growth Understood by advanced colleagues . Time away for reflection Share beliefs with peers Ideas for personal development For value Of my church TO test my assumptions APPENDIX C 171 Table 25 ID Number Factor I Factor II Factor III Factor IV Factor V Factor VI Factor VII FactorVIII Factor IX 0 3.0 2.4 3.0 3.7 1.8 3. 3.3 . l 2.1 2.2 2.3 2.7 1.8 3. 2.1 2 1.9 2.2 2.4 3.1 2.1 4. 2.1 2.5 2 7 3 1.9 1.8 3.6 3.0 2.7 . 2.1 3 1 2.9 4 2.1 2.0 3.0 2.7 .4 3.6 3.1 3.4 3. 5 2.1 2.1 3.4 3.1 2.4 3.3 2.7 3.4 3.1 6 1.8 1.8 2.3 3.7 1.8 3.4 2.1 3.3 3.4 7. 2.4 1.9 2.3 2.6 7.1 3 3 3.1 3. 3.4 8 2.7 2.4 3.0 2.4 3.1 2.5 3.3 3.1 3.4 9 2.4 2.2 3.3 3.6 1.8 2.7 2.1 2.7 3.4 10 2.3 1.8 3.3 3.9 2.2 3.1 2.5 2.5 3.6 11 2.7 2.6 3.4 1.8 2.5 3.3 2.1 1.8 2.1 12 2.2 1.9 2.8 3.0 2.2 3.3 2.9 2.9 3.1 13 2.7 1.8 2.9 3.9 2.2 3.4 2.5 3.4 3.4 14 2.2 2.9 2.8 2.5 2.5 3.6 3.1 2. 2.5 15 1.8 1.9 3.1 3.0 1 3.1 1.8 2.7 2.5 16 2.2 2.2 3.5 2.4 2.5 3.1 2.7 3.4 4.0 17 2.1 2.0 2.7 3.4 1.9 3.6 2.7 2.7 2.7 18 2.2 1.8 3.5 3.6 2.5 2 7 3.6 3.4 3.6 19 2.0 2.6 2.8 2.8 2.2 2.7 3 3.3 3.3 21 2.7 2.3 3.3 2.8 2.4 3.4 2.9 3.3 3.4 20 2.2 2.1 2.9 3.6 2.1 1.9 2.7 3.3 3.8 22 2.2 1.9 2.8 3.9 1. 2.1 2.1 3.1 3.4 23 2.5 2.0 2.5 3.4 1.9 2.5 3.6 3.6 3.1 25 2.3 2.0 3.0 3.1 2.5 2.7 2.9 3.4 3.4 24 2.5 2.3 2.7 2.2 2.4 3.3 2.7 2.9 3.1 26 1.8 2.0 2.4 2.7 1.8 2.1 2.1 3.3 2.1 27 1.9 1.8 1.9 2.4 1.9 1 2.1 3.6 3.3 28 1.8 2.4 2.5 2.4 1.8 4 2.1 2.7 1 29 2.2 2.2 2.1 2.5 2.5 3.3 3.8 3 30 1.8 2.0 2.7 3.1 2.4 3.1 2.9 3.1 3.6 31 2.1 2.3 2.8 3.0 2.5 3.6 2.9 3.3 3.6 32 2.7 2.2 3.2 3.3 2.2 2.9 3.4 3.6 3.8 33 2.5 2.0 3.3 3.4 2.1 3.1 2 3.3 3 34 2.3 1.8 3.4 4.0 2.2 3.8 2.9 3.4 3 35 1.9 1.8 2.9 3.1 2.1 3.4 3 3 3.4 3.6 36 2.3 2.2 2.9 3.0 2.1 3.1 2 5 3.1 3.1 37 2.0 2.7 3.6 2.2 1.8 2.5 2.9 2.1 2.7 38 2.2 2.0 2.9 4.0 2.1 3.3 2.9 2.7 2.9 39 2.7 2.2 2.6 3.4 2.1 4.0 2.7 3.3 3.3 40 2.6 2.6 3.7 3.4 3.0 3.3 2.9 3.1 3.4 41 2.2 2.7 2.8 2.5 2.2 2.7 3.1 3.1 3.3 42 2.7 2.2 2.0 3.0 1.9 3.6 2.9 3.6 2.9 43 2.4 2.3 2.8 3.0 2.2 3.1 3.1 3.1 3.3 44 2.2 2.0 3.0 2.8 2.4 3.3 2.9— 2.5 3.4 45 2.2 2.2 3.0 4.0 2.1 3.8 2.9 4.0 3.8 46 1.9 1.9 2.7 2.1 3.4 1.8 2.1 3.4 3.8 47 1.9 2.0 2.8 3.0 2.5 1.9 2.1 3.1 3.4 48 2.9 2.2 2.7 3.1 1.9 3.6 3.3 2.9 3.8 49 2.6 2.3 3.4 3.3 2.1 2.7 2.5 2.9 3.3 50 2.8 2.2 2.9 2.8 1.9 3.3 3.1 3.4 3.3 172 Table 25 (Cont'd) flgnber Factor I Factor II Factor III Factor IV Factor V Factor VI Factor VII Factor VIII Factor IX 51 2.2 2.5 2.3 3.4 2.1 3.6 3.1 3.1 3.4 52 2.7 2.0 2.6 3.6 1.8 3.8 2.1 3.3 3.4 53 2.2 1.9 2.8 3.9 2.4 3.3 3.4 2.9 3.4 54 3.0 2.4 3.0 3.6 2.4 2.7 2.9 2.9 2.9 55 2.3 1.8 2.7 3.6 1.8 2.9 2.1 3.6 3.3 56 2.7 2.6 2.8 3.9 2.4 3.6 3.9 3.6 4.0 57 1.8 1.8 2.6 3.6 1.8 1.8 2.1 2.9 4.0 58 1.8 1.8 2.7 2.2 1.9 3.6 2.7 3.6 3.8 59 1.9 2.6 3.0 2.7 2.7 3.3 2.7 3.6 3.6 60 3.3 2.8 3.4 3.7 2.2 4.0 3.3 2.9 4.0 61 2.0 1.9 3.1 3.6 2.4 2.5 3.1 3.4 4.0 62 2.4 2.5 2.7 3.1 2.5 3.3 3.1 3.1 3.6 63 2.6 2.7 3.3 3.6 2.4 2.7 2.9 2.5 3.1 64 1.9 1.8 3.5 3.0 2.4 2.7 2.7 3.1 3.4 65 2.6 2.9 3.3 3.9 2.4 3.8 4.0 3.8 4.0 66 3.3 3.2 3.4 3.6 3.4 3.3 3.4 3.3 3.4 67 2.7 2.9 3.1 3.4 2.4 3.3 3.6 3.1 3.6 68 3.0 2.9 3.7 3.7 3.3 2.9 3.4 4.0 3.8 69 2.2 1.9 2.5 3.4 2.1 2.9 2.1 2.9 3.3 70 2.2 2.2 3.3 3.6 2.2 3.1 2.9 2.1 3.6 71 2.0 1.9 2.5 3.1 2.1 2.1 2.1 2.9 3.1 72 2.0 1.8 2.2 3.1 1.9 2.7 2.1 2.9 3.6 73 2.5 2.4 3.3 3.1 2.1 4.0 3.4 3.8 4.0 74 2.8 2.3 3.1 3.7 2.2 2.9 3.3 3.3 4.0 75 2.1 2.0 2.0 3.9 2.4 3.6 3.4 3.4 4.0 76 1.8 1.8 2.2 2.4 2.1 1.9 2.1 2.7 3.1 77 2.5 2.2 2.8 3.1 1.9 1.9 3.1 2.5 3.8 78 2.4 2.1 3.5 3.1 2.8 3.3 2.1 3.1 3.1 79 1.8 1.8 2.5 2.4 1.8 3.6 2.7 3.4 l 3.3 80 3.0 2.7 3.3 3.4 2.2 3.4 3.8 3.3 3.8 81 2.1 2.1 2.8 3.0 1.8 3.1 2.1 3.3 3.6 82 2.1 2.3 2.7 3.1 2.8 2.7 3.3 2.7 3.1 83 2.1 2.3 3.5 3.6 2.5 2.7 2.5 3.3 3.8 84 2.4 1.9 3.6 3.1 3.1 3.3 2.7 2.1 3.6 87 2.0 2.2 3.3 3.6 2.1 2.9 2.7 2.9 3.4 88 2.7 2.1 3.3 3.4 2.4 3.3 3.4 3.8 3.8 86 2.7 2.2 3.5 4.0 2.8 2.1 3.1 3.9 3.6 89 2.8 2.7 3.3 3.7 2.4 3.3 3.1 3.4 3.4 90 2.7 2.4 3.3 3.7 1.9 2.7 2.1 3.6 3.8 91 1.9 1.8 2.5 3.3 1.9 3.3 2.5 3.1 3.1 92 2.9 2.4 3.3 3.9 2.1 3.8 3.3 2.7 2.9 93 2.4 2.6 3.4 3.1 2.5 2.1 3.4 3.4 3.6 94 2.2 2.3 2.9 2.5 2.7 2.1 3.3 2.9 3.8 95 1.9 1.8 2.6 3.1 2.1 3.1 2.5 2.9 3.1 96 2.1 2.2 3.0 3.6 2.1 3.1 2.9 3.1 3.6 97 3.0 2.4 3.4 3.4 3.6 2.9 3.3 2.1 3.4 98 2.4 2.3 3.0 3.7 2.4 3.3 2.9 2.7 3.3 99 2.6 3.0 3.4 3.9 2.5 4.0 3.6 3.3 3.6 100 2.7 2.8 3.3 3.3 2.8 3.3 3.3 3.4 3.6 101 1.9 1.9 2.6 3.0 1.9 3.3 2.5 2.7. 2.5 102 2.9 3.3 3.3 3.4 3.3 3.1 2.9 2.7 4.0 103 3.0 2.7 3.2 3.1 2.1 4.0 3.4 3.3 3.8 173 Table 25 (Cont'd) flanber Factor I Factor II Factor III Factor IV Factor V Factor VI Factor VII Factor VIII Factor 1X 104 2.3 1.8 1.8 2.2 1.8 2.9 1.8 1.9 2.1 105 1.6 1.2 2.7 2.4 1.6 3.1 2.5 3.3 3.6 106 2.1 1.8 3.1 2.4 1.9 3.6 1.9 2.1 2.1 107 2.5 2.5 2.9 3.4 2.4 3.3 3.1 3.4 3.8 108 2.8 3.0 3.4 3.3 2.5 3.3 3.3 3.1 3.4 109 2.4 2.8 3.0 2.2 2.4 3.1 3.6 2.1 3.1 110 2.5 2.0 3.0 3.7 1.9 3.1 2.1 3.3 3.4 111 2.3 2.8 3.0 3.6 1.9 3.6 3.3 3.4 3.3 112 3.0 2.7 3.4 4.0 2.7 3.4 3.3 4.0 3.8 113 2.1 2.1 3.7 3.3 2.1 2.5 2.7 2.9 3.3 114 2.9 2.4 3.3 3.1 3.3 3.4 2.7 3.1 3.6 115 2.7 2.2 3.7 2.8 2.2 4.0 2.7 2.7 3.1 116 2.4 2.1 3.3 3.4 2.1 2.7 2.7 3.6 3.8 117 1.8 1.8 2.7 3.6 2.7 2.1 2.1 1.8 3.4 118 1.8 2.1 2.3 2.2 1.9 3.4 1.9 3.1 2.9 120 2.7 2.2 3.3 2.4 2.5 2.5 3.4 2.7 2.5 121 2.5 1.8 2.5 3.3 2.4 2.1 2.7 3.1 3.4 122 2.8 1.9 3.3 3.3 3.1 3.4 2.9 3.6 3.6 123 2.3 2.3 3.3 3.1 2.5 3.3 - 3.4 2.5 3.6 124 2.6 2.3 2.6 3.6 1.9 4.0 2.1 3.4 3.6 125 3.0 2.4 3.2 3.1 2.2 3.8 3.3 3.3 3.6 126 2.1 2.4 3.0 3.0 1.9 3.3 3.6 3.8 3.6 127 2.2 2.2 3.3 3.0 1.8 3.3 2.9 2.9 3.1 128 2.0 2.1 2.6 3.6 1.9 3.8 2.5 3.3 3.1 129 2.4 3.5 3.3 2.5 2.7 3.4 2.9 2.7 2.7 130 2.2 2.2 2.3 2.8 1.8 2.7 2.7 2.9 3.6 131 1.8 1.9 2.4 2.4 1.8 4.0 2.1 2.7 2.7 132 1.9 1.9 2.7 3.6 2.1 2.1 2.1 1.8 2.7 133 2.2 2.3 2.4 2.5 1.9 4.0 2.9 2.7 3.1 134 2.7 2.4 3.3 3.9 2.5 3.8 3.4 3.6 4.0 135 2.6 2.2 2.7 3.4 2.1 4.0 3.4 3.6 4.0 136 2.2 2.4 3.2 2.5 2.5 4.0 2.7 3.4 2.1 137 2.0 1.8 2.3 2.7 2.1 1.3 2.1 2.7 3.1 138 2.3 2.2 2.5 2.4 1.8 2.9 2.9 2.7 3.1 139 1.9 2.1 3.2 3.4 1.9 3.8 2.5 2.5 3.1 140 2.8 2.4 3.7 3.7 2.8 3.6 3.4 3.4 3.6 141 2.3 2.7 2.8 2.8 3.6 3.3 3.4 3.6 3.6 142 2.7 3.0 3.5 3.4 2.4 3.3 3.1 3.3 3.4 143 2.7 3.0 2.4 3.7 1.8 3.1 2.9 2.7 3.3 144 2.6 2.5 3.3 3.3 2.5 3.6 2.9 3.3 3.8 145 2.2 1.8 2.7 3.6 2.1 2.1 2.5 3.1 3.3 146 2.7 2.0 3.1 3.6 1.8 2.1 3.4 3.4 3.4 147 2.8 3.0 3.8 3.3 2.5 3.8 2.9 3.4 4.0 148 2.8 2.6 3.7 3.4 2.7 3.3 3.3 3.6 3.3 149 1.9 2.2 3.3 3.1 2.8 3.6 2.7 2.9 2.9 150 2.4 2.2 3.0 3.7 2.1 3.3 2.9 3.6 3.8 151 2.0 2.3 2.2 3.0 1.8 2.9 2.5 2.5 2.7 152 2.2 3.0 4.0 4.0 2.5 2.7 2.7 3.1 4.0 153 2.7 2.0 3.2 3.1 2.1 3.4 2.5 3.3 3.6 154 2.6 2.2 3.2 2.1 2.2 2.9 2.7 3.1 3.1 155 2.1 1.8 2.4 1.8 3.1 1.3 1.8 1.8 1.8 156 3.1 2.7 3.1 3.0 2.1 3.3 2.7 3.4 3.4 178 2.0 2.1 2.5 2.7 2.7 3.6 2.5 3.4 2.9 166 1.9 2.0 2.4 3.7 1.8 2.5 2.7 2.3 3.6 TOTALS 367.2 350.5 461.7 498.4 357.6 488.0 435.8 478.7 523.4 HEARS 2.3 2.2 2.9 3.2 2.3 3.1 2.8 3.0 3.3 BIBLIOGRAPHY (1960b). "The Continuing Theological Education of the American Minister: Report of a Survey." Richmond, VA.: Union Theological Seminary, November. (Mimeographed.) (1965). Proceedings of the National Consultation on the Continuing Education for the Ministry. Chicago: University of Chicago (ERIC Document Reproduction Service No. ED 015 408). (1965a). "A Personal Philosophy of Continuing Education." Paper Presented at National Consultation of Continuing Education for the Ministry, University of Chicago, Center for Continuing Education. (1967). "Continuing Education and the Chruch's Ministry: A Bibliographical Survey," Richmond, VA: Union Theological Seminary. (ERIC Document Service No. ED 029 258). (1985). Continuing Education Guidelines. Center of Continuing Education for Ministry, Andrews University Theological Seminary, Berrien Springs, MI. Apps, Jerald W. (1979). Problems in continuing education. New York: McGraw-Hill Book Co. Apps, Jerald W. (1988). Hiqher education in a learninq society. San Fransisco: Jossey-Bass. Argyris, Chris and Schon, Donald A. (1974). Theorv in practice: Increasing professional effectiveness. San Fransisco: Jossey-Bass. Armstrong, R. J. (1983). Adult development. career stage and selected demographics and the continuing education of United Presbyterian pastors in a three-state-area (Michigan, OhioI Kentucky). Unpublished doctoral dissertation, Ohio State University. 174 175 Aronfreed, Justin (1968). Conduct and conscience: The socialization of internalized control over behavior. New York: Academic Press. Aslanian, C. B. and Brickell, H. H. (1980). "Americans in transition: Life changes and reaasons for adult learning." In Future directions for a leaning society. New York: College Board. Babbie, Earl (1986). The Practice of Social Researcp. Belmont, CA: Wadsworth Pub. Baden, Clifford (Ed.) (1987). Competitive:Strateqies for Continuing Education. San Fransisco: Jossey-Bass. Bailey, Kenneth D. (1978). Methods of Social Research. New York: Free Press. Baker, Robert L. and Schutz, Richard (Eds.) (1971). Instructional Product Development. New York: Van Nostrand Reinhold Co. Barber, Larry W. (1985-1986). Organization Development. Bloomington, IN: Phi Delta Kappa. Belsheim, David John (1982). Continuing Professional Education Centers for MinistryI LawI Education and Health Professions: An analysis of the Relationship between Organizations and Their Environments. Ph.D. dissertation, University of Illinois at Urbana- Champaign. Belsheim, David (1988). "Environmental determinants for organizing continuing professional education." Adult Education Quarterly, 18 (2). Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Menlo Park, CA: Addison Wesley. Bergsten, U. (1980). "Interest in Education Among Adults With Short Previous Formal Schooling." Adult Education, ;Q(3). Bijnen, E. J. (1973). Cluster Analysis. The Netherlands: Tilburg University Press. Blizzard, Samuel W. (1985). The Proteetant Parish Mipister: A Behavioral Science Ipteppretatiop (Society for the Scientific Study of Religion Monograph Series, No.5). Storrs, CT. 176 Bonn, Robert L. (no date). Continuing Educatiop Participants--WhoI How manv. Types of program, Atpitudes. Pamphlet sponsored by SACEM and supported by the Lilly Endowment. Boone, Edgar and others (1983). Serving Personal and Co ppipy Needs Througp Adult Education. San Fransisco: Jossey-Bass. Borg, Walter R. and Gall, Meridith (1983). Educatiope; Research: An Introduction. Boshier, Roger (1971). "Motivational Orientations of Adult Education Participants: A Factor Analytic Exploration of Houle's Typology." Adult Education, 3;. Boshier, Roger (1976). "Factor Analysts at Large: a Critical Review of the Motivational Orientation Literature." Adult Education, XXVII(1). Boshier, Roger (1977). "Motivational Orientations Re- visited: Life-Space Motives and the Education Participation Scale." Adult Education, XXVII(Z). Boshier, Roger (1980). "Socio-Psychological Correlates of Motivational Orientation. A Multi-Variate Analysis." In Proceedings of thevaentv-First Annual Adult Education Research Conference. Vancouver, B.C.: Adult Education Research Conference. Boshier, Roger (1983). An A.B.E. Oriented Form of the Education Participation Scale. Twenty-fourth Annual Adult Education Research Conference, Montreal. Boshier, Roger (1983). Education Inside, Motives for Participation in Prison Education Programmes. British Columbia University, Institute for Research and Study in Prison Education: Vancouver. Boshier, Roger (1983). "Education Participation Scale Factor Structure and Socio-Demographic Correlates for 12,000 Learners." International Journal of Lifelong Education, ;(2). Boshier, Roger (1984). Beyond Ambulance Driving: a Conceptual and Empirical Perspective on Adult Education Program Planning Theory. Adult Education Research Conference: Raleigh, North Carolina. Boshier, Roger (1989). Psychometric Foundations of the Alternative Form of the "Education Participation Scale." Manuscript submitted for publication. 177 Boshier, Roger and Collins, John B. (1985). "The Houle Typology After Twenty-Two Years: A Large-Scale Empirical Test." Adu t Educatio ua terl , ;§(3). Boshier, Roger and Riddell, G. (1978). "Education Participation Scale Factor Structure for Older Adults." Adult Education, g8. Brackhaus, B. (1984). "Needs Assessment in Adult Education: Its Problems and Prospects." Adul; Egucatiop Qpapterly 21- Brocket, Ralph (1987). Continuing Education in the Year 2000. San Francisco: Jossey-Bass. Brockett, Ralph G. and others (Eds.) Adult and Conpippipg Education. Bloomington, IN: Phi Delta Kappa. Brookfield, Stephen D. (1985). "Critical Definition of Adult Education," Adult Education Quarterly, Q6 (1). Brookfield, Stephen D. (1986). Understanding and Faeilitatipg Adult Learning. San Fransisco: Jossey- Bass . Brown, T. E. (1970). "Vocational Crises and Occupational Satisfaction Among Ministers." Princeton Seminary Bulletin, pg, 52-62. Burgess, R. (1971). "Reasons for Adult Participation in Group Educational Activities." Adult Education, 2;. Callan, Mary F. and Hall, Gayle (Eds.) (1985-1986). Staff Development. Bloomington, IN: Phi Delta Kappa. Calvert, Steven L. (1987). Alumni Continuing Education. New York: MacMillan. Capozzoli, Thomas K. (1987). Motivational Orientations of Adults Returning to Formal Education, a Qualitative Stu y. Unpublished doctoral dissertation, Ball State University, Muncie, Indiana. Carp, A., Peterson, R. and Roelfs, P. (1974). "Adult Learning Interests and Experiences." In K. P. Cross, J. R. Valley, and Associates. Plapning Non-Traditional Programs: An Analysis of the Issues for Postsecondary Education. San Fransisco: Jossey-Bass. Carter, Steven J. (1986). Pastors on the Grow: Conpipuing Education Can Improve Your Ministpy. St. Louis: Concordia. 178 Cervero, Ronald M. (1988). Effective Continuing Education :9: Professionals. San Francisco: Jossey-Bass. Clayton, Diane E. and Smith, Margaret M. (1987). "Motivational Typology of Reentry Women." Adult Egpgatiop Quarterly, ;1(2). Clemmer, William Michael (1983). The Educational Qpieptatiop Scale. Twenty-fourth Annual Adult Education Research Council, Montreal. Cohen, Louis and Manion, Lawrence (1985). Research Methods in Education. London: Croom Helm. Cook, T. G. (1973). Education and the Professions. London: Methuen and Co., LTD. Courtney, Sean (1985). Visible Learning: Adult Education and the Question of Participation. Adult Education Research Conference, Arizona Sate University. Cross, Patricia K. (1976). Accent on Learning. San Fransisco: Jossey-Bass. Cross, Patricia K. (1979). "Adult Learners: Characteristics, Needs, and Interests." In Richard E. Peterson (ed.), Lifelong Learning in America. San Fransisco: Jossey-Bass. Darkenwald, Gordon G. (1980). "Continuing Education and the Hard-to-Reach Adult." In Darkenwald and Larson (eds.), New Directions for Continuing Education. San Fransisco: Jossey-Bass. Darkenwald, G. and Merriam, S. (1982). Adult Education: Foundations of Practice. New York: Harper & Row. Davis, K. and Newstrom, J. W. (1985). Human Behavior at WopE: Organizational Behavior. New York: McGraw-Hill. Davis, Robert H. and others (1974). Learning System Design. New York: McGraw-Hill Book Co. Deegan, Arthur (1979). Coaching: A Management Skill for Improving Individual Performance. Menlo Park, CA: Addison—Wesley Publishing Co. Denney, Robert L. (1978). The Motivations of Continuing Education Participants Analyzed by Sex, Type of Course apd Sex by Age. Unpublished doctoral dissertation, Indiana University, Bloomington. 179 Dorn, D. K. Motivational Orientatiops pr Erepe Sppervisors Qt Agriculture Educatipn. Unpublished Ph.D. Dissertation, Fielding Institute (in progress). Dower, Edward L. (1980). A needs Assessment of the Eeventh-dav Adventist Theological Seminary's Maeter of Divinity Program as Perceived by the Graduates, Facult Students and Em lo ees o G aduates. Unpublished doctoral dissertation, Andrews University, Berrien Springs, MI. Draves, William A. (1988). o o c u ts i 0 e flour. Learning Resources Network. Dreyfus, H. L., and Dreyfus, S. E. (1986). Mind Over Machine. Oxford, England: Basil Blackwell. Elias, John L. (1982). The Foundations of Practice of Adult Religious Education. Malabar, FL: Krieger Publishing Co. Elias, John L. and Merriam, Sharan (1980). Philosophical Foundations of Adult Education. Malabar, FL: Robert Krieger Publishing Co. Escobar, Edgar (1986). A Curriculum Data-Base for Continuing Education for Ministers in the Columbia- Venezuela Union Mission of the Seventh-day Adventist Qhurcp. Unpublished doctoral dissertation, Andrews University, Berrien Springs, MI. Everitt, Brian (no date). Cluster Analysis. New York: John Wiley & Sons. Fischer, Richard B. (1980). A Study of Participation by Professionals in Continuing Education Programs as Related to E.P.S. Motivapional Iypologies. Unpublished doctoral dissertation, Temple University. Fortier, Charles B. (1972). A Study of Continuing Education Needs of Clergymen in Lafayette Parish, Louisiana. Unpublished doctoral dissertation, Louisiana State University and Agricultural and Mechanical College. Freedman, Leonard (1987). Quality in Continuing Education. San Fransisco: Jossey-Bass. Frerichs, R. T. (1977). "A History of Continuing Education Movement." In C. Courtney (Ed.), Continuing Eduction for Ministry, pp. 1-71. 180 Furst, Edward J. (1986). "An Interpretation of the Boshier-Collins Cluster Analysis Testing Houle's Typology." Adult Education Quarterly, ;§(4). Gamble, C. (Ed.) (1964). Proceedings of the Nationel Consultation on the Continuing Education for the Minigpry. Newton Center, MA (ERIC Documentation Reproduction Service No. ED 015 409). Gamble, C. (1975, June). Continuing Education for Ministry. Address to the annual meeting of SACEM. (ERIC Document Reproduction Service No. ED 113 550). Gamble, Connoly C., Jr. (1976). "A Lifelong Process of Learning." In John E. Biersdorf (ed.), Creating an Intentional Ministry (pp. 155-166). Nashville: Abingdon. Gessner, Quentin (Ed.) (1987). Handbook on Continuing higher Education. New York: Macmillan Publishing Co. Goodlad, Sinclair (Ed.) (1984). Education for the Professions. Society for Research into Higher Education. Grabowski, S. (1973). "Motivational Factors of Adult Learners in a Directed Self-Study Bachelor's Degree Program." Dissertation Abetracts Inpernational, E1, 1052A. (Syracuse University Microfilms No. 73-19, 813) Grabowski, Stanly and others (1981). Preparing Educarors of Adults. Washington, D.C.: Adult Education Association and Jossey-Bass. Groome, Thomas H. (1980). Christian Religious Education. San Fransisco: Jossey-Bass. Gustafson, J. M. (1970). "On the Threshhold of a New Age." In J. B. Hofrenning (Ed.) The Continuing Question. Minneapolis: Augsburg Publishing House. Haag, V. (1976). Adult Education Partieipnrion. Unpublished master's thesis, University of British Columbia, Vancouver. Havighurst, R. J. (1972). Developmental Tasks and Education (3rd ed.). New York: McKay. 131 Haves. John R- 8.. Jr. (1981). A_§tndx_2f_gertain t o s s B we tiv ' T o o i o Adnlf L erners and the lnsfitutione end Educarignel Q2urses_in_Hhisn_1nex_are_znrglled- Unpublished doctoral dissertation, Duke University. Hinkle, Dennis E. and others (1988). Applied_§rnfi§ripe ' . Boston: Houghton Mifflin CO. Hollister, James Elliott (1968). s 's su Co ui ducatio ° tu o s Eerfigipnrign in Leisure Acfivities, end Qenrinping Edncatipn. Unpublished doctoral dissertation, University of California, Berkeley. Houle, C. O. (1972, 1982). e es’ du a . San Fransisco: Jossey-Bass. Houle, C. O. (1980). Continuing Learning in rhe Erpfessions. San Francisco: Jossey-Bass. Houle, Cyril O. (1982). The es' du a ‘o . San Fransisco: Jossey-Bass. Houle, C. O. and Nelson, C. A. (1956). Ihe_gniyer§iryy_rhe Qirizen, and World Affairs. Washington, D.C.: American Council on Education. Hughes, Everett C. and others (1973). Educatipn for the Erofessions of Medicine, Law, Theology and Social Welfar . New York: McGraw-Hill Book Co. Jarvis, Peter (1983). dul Co ° t' Theory and Practice. New York: Nichols Publishing Co. Jarvis, Peter (1983). ofess' a o . Dover, NH: Croom Helm. Jarvis, Peter (1987). Twentierh Century Ihinhers in Adult Edhgdrign. London: Croom Helm. Johnson, D. W. (1986). A Study of Law Enforcemenr Officers EaIti2i2ati2n_in_92ntinuing_zdusatign- Unpublished Ph.D. dissertation, Kansas State University. Johnstone, John W. C. and Riviera, Ramon J. (1965). V e a ' : tud ' Eprsuits of Ameriean Adulfs. Chicago: Aldine. Joyce, Bruce and Weil, Marsha (1980). hedele of Teeching. Englewood Cliffs, NJ: Prentice-Hall. 182 Kanfer, Frederick H. (1986). fielping_£epple_§henge. New York: Pergamon Press. Kattsoff. Lewis (1965)- Making_ner§l_negi§iens. The Hague, Netherlands. Keeton, Morris T. and Associates (1976). Erperienhiel Leerning. San Fransisco: Jossey-Bass. Knight, James A. (1969). Qpnegienee_end_Qnilf. New York: Appleton-Century-Crofts. Knowles, Malcolm (1975). S - a ' . New York: Cambridge. Knowles, Malcolm (1986). Using Learning Qontreete. San Fransisco: Jossey-Bass. Knowles, Malcolm S. (1973). T e Adu arner: A Ne ected Species. Houston: Gulf Publishing Co. Knowles, Malcolm S. (1980). The Modern Practice of Adult Edncation. Chicago: Follett Publishing Co. Knox, A. B. (1985). "Adult Learning and Proficiency." In D. A. Kleiber and M. L. Maehr (eds.), hotiyafign and Adulthegd- Knox, Alan B. (Ed.) (1979). Programming for Adults Eacing - e a . San Fransisco: Jossey-Bass. Kowalski, Theodore J. (1988). The Organizepion and Plenning of Adult Education. Albany: State University of New York Press. Landry, P. B. (1980). t'va 'o ' 'o ypeetional hone Economies Ieachere. Unpublished MA thesis, LA State University. Lapsley, James N. (1967). The Concept of Willing. Nashville: Abingdon Press. Lenz, Elinor (1980). Qreafing end harheting Programs in anginging_Edneefipn. New York: McGraw-Hill Book Co. Lewis, Linda (1986). E e 'e atio Ieghnignes fer Ieeching Adulfs. San Fransisco: Jossey- Bass. ” Livneh, Cheryl (1988). "Characteristics of Lifelong Learners in the Human Service Professions." Adel; Bangetign_guerterlx. 18(3)- 183 Long, Huey B. (1973). Synegpgne. New York: Syracuse University. Long, T. J., Convey, J. J., and Chwalek, A. R. (1985). on! ‘ I- I fS‘qo. 0! 1 t!‘ 3‘9: 0 . ‘1 S and Edngefipn. San Fransisco: Jossey-Bass. Lorr, M. (1983). s s t . San Fransisco: Jossey-Bass. Lowe, Stephen D. (1987). a d' o o A u t Learner_9rientations- Unpublished doctoral dissertation, Michigan State University, Lansing. Lundy, J- (no date) Moti2ati2na1_Qrientations.2f_nilitarx Eersonnel. Unpublished Ph.D. dissertation, University of Southern California (in progress). Mann, L. (1980). Pa terns of Motiva ' 0 Co ' uin ucatio n Personnel of th . ' ce as releted to life frensitiens. Unpublished Ed.D. dissertation, Boston University. Manzo, Anthony and others (1975). Eerepnelipy racterist cs d Le n S e Preferen 1t Beeig Edu eepipn andents (Research Monograph). Missouri: School of Education, University of Missouri. Martin, E. D. (1984). F o s ssoc' ed w' R 'st ed u ses' Pa 'ci ation ‘ o t'n ' c ti Pro ams in the Hospiral Setting. Unpublished thesis, University of South Dakota. Martindale, Cameron J. and Drake, James B. (1989). "Factor Structure of Deterrents to Participation in Off- -Duty Adult Education ProgramS-" Adult_Edusation_Quarterlx. 39(2). Mayhew, Lewis B. (1971). Chenging Erectices in Education for the Professions. Atlanta: Southern Regional Educational Board. McBurney, Louis (1977). Every Faster heeds a Pastor. Waco, TX: Word Books. Menson, Betty (Ed.) (1982). Building on Experienees in Adulp Development. San Fransisco: Jossey-Bass. Mergener, M. A. and Weinswig, M. H. (1979) "Motivations of Pharmacists Participating in Continuing Education." Anerigan Jonrnal of Pharnaceuricel Edneation, 43, 195- 99. 184 Merriam. sharon 8- (Ed-) (1986). Bsing_Bsspon§ixe_tg_Adult Leernere. Glenview, IL: Scott, Foresman. Merriam, Sharon B. & Cunningham, Phyllis (eds.) (1989). a o . San Francisco: Jossey-Bass Publishers. Merriam, Sharon B. and Simpson, Edwin L. (1984). A_Qnide Malabar, FL: Robert E. Krieger Publishing Co. Miller. Elbert L- (1986). Basi2_Statistiss1_a_son§eptnal Approash_for_§eginner§- Munoie. IN: Accelerated Development, Inc. Millonig, V. L. (1985). "Motivational Orientation Toward Learning After Graduation." Eursing_Adminis§ration Quarterly, 9, 89-86. Morstain, B. and Smart, J. (1974). "Reasons for Participation in Adult Education Courses: A Multivariate Analysis of Group Differences." Adel; Education, EA, pp. 83—98. Morstain, Barry R. and Smart, John C. (1977). "A Motivational Typology of Adult Learners." denrnel_ef Highsr_Edusation. 18(6)- Muganda, Barakag, (1983). a n' - ss 5 - Approach to Continuing Educetion Programs fer Eeventh- Adventist Cle in t e aste fr' '8' . Unpublished doctoral dissertation, Andrews University, Berrien Springs, MI. Naisbitt, John (1982). Megatrends. New York: Warner Books. Niebuhr, Gustafson, J. M., and Williams, D. D. (1957). The Advancement of Theological Education. NY: Harper & Row. Norman, Charles A. et a1. (1988). "The Reading Processes of Adults in Literacy Programs. Adnlr_Lifereey_end Ba§12_Edusation. 12(1)- Norris, Larry R. (1979). A Stud 0 Co ' ' Education in the Summaries of the United Methodier Church. Unpublished dissertation, Michigan State University. Nowlen, Philip M. (1988). A New A o t Co 1 Edneetien fer Eusineee end the Erefeseiens. New York: Macmillan Publishing Co. 185 O'Connor, A. (1979). "Reasons Nurses Participate in Continuing Education." hereing_3eeeereh, gr. O'Conner, A. (1980). "Reasons Nurses Participate in Self- Study Continuing Education Programs." herding Researsh. 29 (5). 24-7- Oddi, L. F. (1984). o Measure_Self:Dire2:29.92ntinuing_Learning- Unpublished doctoral dissertation, Department of Leadership and Educational Policy Studies, Northern Illinois University, Dekalb, IL. Oddi, L. F. (1986). "Perspectives on Self-Directed Learning." Adulr Educafien Quarferly, ;_. Ordos, D. (1980). "Models of Motivation for Participation in Adult Education." P oceedin s of t Twe - st Annuel Adult Educafion Research Conference. Vancouver, B.C.: Adult Education Research Conference. Osburn, Ronald E. (1987). The Educetion of Ministers for rhe Qoming Age. St. Louis: C.B.P. Press. Owen, Arlin Wayne (1988). o t o 'v t or Volnnteer Chureh hinistriee. Unpublished doctoral dissertation, Andrews University, Berrien Springs, MI. Pennington, F. C. and Green, J. (1976). "Comparative Analysis of Program Development Processes in Six Professions." Adult Education 27, 13-23. Petri, H. L. (1981). Motivat' : eo and se . Belmont, CA: Wadsworth. Phillips, L. E. (1987). "Is Mandatory Continuing Education Working?" MOBLUS, 7, 57-64. Rizzato, C. R. (1983). Eelationship of Cereer Seliency and Sex Eole Orientation to Particpation of Working Women in Educatien. Unpublished doctoral dissertation, Graduate School of Education, University of California, Los Angelos. Robertson, Douglas L. (1988). Self-Directed Growth. Muncie, IN: Accelerated Development, Inc. Rogers, Alan (1986). Teaching Adults. Philadelphia: Open University Press. Rosenblum, Sandra H. (1985). Involving Adulfs in the Edneetienal Erocees. San Fransisco: Jossey-Bass. 186 Rubenson, K. (March 1977). "Participation in Recurrent Education: A Research Review." Paper presented at meeting of National Delegates on Development in Recurrent Education, Paris. Scanlan, C. L. (1984). "Identifying Deterrents to Participation in Continuing Education." Adel; W. 3.1- Sohein. Edgar (1972). 2r2fessional_Edusation1_§2me_New W 'o . New York: McGraw-Hill Book Co. Schlossberg, Nancy K. (1978). s c es 0 on Adnlr_. Belmont, CA: Wadsworth Publishing Co. Soblossberg. Nancy K- (1984)- Counseling_Adult__in Transipion. New York: Springer Publishing Co. Schon, Donald A. (1987). Educating the Refleetive Ereepiriener. San Fransisco: Jossey-Bass. Schoun, Benjamin D. (1981). Helping Pastors Cope. Berrien Springs, MI: Andrews University Press. Scott, Doris J. (1989). ' 'o an e Wo ursin ' Mot vation Vocational Persona t r 'e a E s t t’ . Unpublished doctoral dissertation, Ball State University, Muncie, Indiana. Shafer, Carl (1985). Excellence in Teaching with the Seven Laws. Grand Rapids, MI: Baker Book House. Sheffield, S. (1964). "The Orientations of Adult Continuing Learners." In D. Solomon (Ed.), The Continuing Learner. Boston: Center for the Study of Liberal Education for Adults, Boston University. Shell, Penny (1983). Stud of Se cted Vari b ea in With Continuing Education Interests of Seventh-day ve tist sto s d Jud N ' an Qiyieien. Unpublished doctoral dissertation, Andrews University, Berrien Springs, MI. Simerly, Robert and Associates (1987). S te 'c 'n and Leadership in Continuing Education. San Francisco: Jossey-Bass . Simerly, Robert G. and Associates (1989). Eendheek_ef et' Co t' ui Educ i n. San Fransisco: Jossey-Bass. 187 Smith, Robert M. (Ed.) (1983). ow o Leern. San Fransisco: Jossey-Bass. 80112, Linda A- (1983). An_Inxestigation_2f_uotixational QharaQteristi2s_that_Lead_to_Eartisipation_in t' ' ' . Unpublished doctoral dissertation, Texas Women's University, Denton. Sovie. M- D. (1972). Ihe_Relationship_of_Learning e t s c v t o u Edneerien. Unpublished doctoral dissertation, Syracuse University, Syracuse, New York. Squires, Geoffrey (1987)- Tne_Qurrisulum_§exond_§2hool. London: Hodder and Stoughton Educational. Stark, Joan S. and others (1986). Responsive Erefeseienal uc ' ' Ba a 'n O tc mes a o ’ . (ASHE-ERIC, Report No. 3) Sterne, Milton R. (1983). Power and Qonfliet and Qontinning Educatien. Belmont, CA: Wadsworth Publishing Co. Steward, David S. and Sough, Rebecca (1987). Teeehing_end arni ct' e: Re t'o H ut c Erofessionel Schooling. Unpublished master's thesis, Pacific School of Religion, Stokes, Kenneth (Ed.) (1982). Fait ve o m e Adult Life Cycle. New York: W. H. Sadlier. Todd. Frankie (Ed-) (1987)- Elan21n2_gontinuing Professionel Qevelopment. New York: Croom Helm. Tough, Allen (1967). Learning Withonr a Teaeher; A Stndy o as s Ass'stance Durin e f- ea in Erojecrs. Toronto: Ontario Institute for Education. Tough, Allen (1969). Why Adults Learn: A Study of the Mejor Eeasons for Beginning and Qonrinuing e Learning Erejeer. Toronto: Ontario Institute for Education. Tough. Allen (1982). Intenti2nal_Qhanges1_A_Eresn_Apprpagh he Helping Eeople Qhange. Chicago: Follett Publishing CO. Urbano, Mary T. (1984). hofiverionel Qrientations fer Earrieiperion in Mandatory Professional Confinuing Edusation- 188 Valentine, Thomas and Darkenwald (1986). "The Benefits of GED Gradutioan and a Typology of Graduates." Adel; Edusatipn_nuar§erlx. 11(1)- Waldon, G. D. (no date). V ' es 0 ' Co n Profess Educa . Unpublished doctoral dissertation, Department of Counseling, Educational Psychology and Special Education, Michigan State University, Lansing. Weiner, B. (1980). finnen_hefiyerien. New York: Holt, Rinehart and Winston. Wheeler. Barbara G- (1984). Ihe_Edu§ational_£referenge§ and_Er_2ti2e__2f_Ialented_Ministers1_Beport_on_an a 8 ° Explererery_§rndy. Auburn Theological Seminary. Wigfield, Allan and Braskamp, Larry A. (1985). "Age and Personal Investment in Work." In Douglas Klieber and Martin Maehr (Eds.), hofivetion and Adultheod. Greenwich, CT:JAI Press. Wilson, Fred R. (1985). "Continuing Education and the Religious Professional, 1960 to 1985." Lifeleng Learning. 9(2)- Wlodkowski, Raymond (1985). n ' v o Leern. San Fransisco: Jossey-Bass. Zaltman, Gerald and others (1977). Qynenie_Edneerienel Change. New York: The Free Press. HI HIGRN STRTE Wmtuuuflfiiifijnlfliflflfli‘s 30