The area of higher education has been continuously changing with the influx of higher numbers of adult learners. While fresh high school graduates made up the largest population of learners in the past, adult learners constitute a significant population of higher education institutions. The rise in adult learners in higher education institutions is attributed to the constant work requirements and skills changes. With this high population of adult learners today, educators have to design the learning to meet a wide range of needs as opposed to the traditional learning environment. To ensure proper and adequate adult learning, it is necessary to understand the principles and theories related to adult learning.
Grounded Theory Approach
The methods utilized in the qualitative approach make it suitable to be applied in evidence-based practice. For instance, data collection techniques such as observation and in-depth interviews can offer participants full characteristics, leading to more insights into their behavior (West et al., 2018). As a result, the method is suitable because it includes information on real-life situations and people.
The grounded theory approach will be used for the research. This theory is used for specific qualitative studies that do not rely on the hypothesis before the start of the research. Qualitative research is associated with various designs applied during the data collection process. The various types of designs in qualitative research are grounded theory, phenomenology, ethnographic, narrative research, and historical case studies (Singh, 2019). Grounded theory is a methodical process of data scrutiny that assists researchers in developing a theory that is aimed at explaining a given problem (Govere, Fioravanti & Tuite, 2016). Grounded theory is limited to the specific occurrence and therefore cannot be used in individuals’ characters.
The research question is how does multicultural professional development influences adult basic education (ABE) educators’ perceptions and experiences?
The grounded theory approach and the ethnographic studies research theories can be applied to the rationale as they permit work on the research without the developed hypothesis.
Data Collection Plan
The methods utilized in the qualitative approach make it suitable to be applied in evidence-based practice. For instance, data collection techniques such as in-depth interviews can offer participants full characteristics, leading to more insights into their behavior. As a result, the method is suitable because it includes information on real-life situations and people. The data collection plan will include the transcripts of the in-depth interviews.
Data Analysis Strategy
In qualitative research that applies grounded theory, the data analysis strategies are closely related to the data collection strategies. As was selected earlier, data collection strategies would involve in-depth interviews. The analysis of data obtained from in-depth interviews will be done by identifying key phrases and trends in answers provided by the interviewees. The trends and key phrases identified by data analysis will later form theories and hypotheses for further research.
Potential Ethical Issues
Possible ethical issues may be privacy concerns that should be addressed by data protection guidelines and adhering to the general research code of ethics developed by the American Psychological Association.
Another qualitative design is ethnographic studies. Researchers normally use the ethnographic qualitative design when studying a group of people with the target of understanding their way of life and a specific feature that makes the community different from the rest (Rowe & Fitness, 2018). In most cases, the researchers use observation over a long period of time in the given community or conduct interviews with other individuals who have studied the same group.
Does cultural competence training have an effect on the efficiency of the work of adult educators?
The rationale for the ethnographic studies methodological approach for the study of adult learning is based on the need for collecting observational data first. There is no hypothesis in this study, therefore, observational research should be conducted.
Data Collection Plan
The data collection plan would involve writing transcripts of the adult training and learning sessions. Those transcripts will act as primary sources and evidence bases for further research.
Data Analysis Strategy
After using qualitative data designs and data collection methods are implemented, the collected research requires analysis. Qualitative data analysis is described as the progressions and procedures that are applied to scrutinize the information provided in order to gain a better understanding or clarification of the subject matter. Data analysis procedure usually occurs after collecting information; hence gaining comprehension of the underlying project occurs as each detail is unveiled. Analyzing data occurs in five steps (Foley, 2020). The first step involves researchers familiarizing themselves with the data by reading and creating images and imitations of what the data could be leading into.
The second procedure would involve the researchers identifying key questions that the given data may be trying to cover. The step involves deducing the case study to which the data relates and the answers that the data is providing. The third qualitative data analysis method is putting the findings in categories, a process referred to as indexing. Here, the framework created is then used to guide what prompted the subject matter. The fourth process involves identifying patterns and connecting information to create a larger case study picture (Tennant, 2019). The last step the researchers require is interpreting the results of the four steps and coming up with a real solution. The steps involve drawing diagrams or writing journals that explicitly explain the results of the given data.
The collection of data should be done only when all the participants consent to it. This is because privacy is one of the ethical issues that could potentially arise. Later records and transcripts of observations should be protected and confidentiality should be ensured.
Atkinson, M., Smith, K., & Kirby, S. (2018). Adult learning and language simplification. Cognitive Science, 42(8), 2818-2854.
Foley, G. (2020). A framework for understanding adult learning and education. In Understanding adult education and training (pp. 7-22). Routledge.
Govere, L., Fioravanti, M. A., & Tuite, P. K. (2016). Increasing the cultural competence levels of undergraduate nursing students. Journal of Nursing Education, 55(3), 155-159.
Rowe, A. D., & Fitness, J. (2018). Understanding the role of negative emotions in adult learning and achievement: A social functional perspective. Behavioral sciences, 8(2), 27.
Singh, D. (2019). Managing cross-cultural diversity: Issues and challenges in global organizations. IOSR Journal of Mechanical and Civil Engineering, 43-50.
Tennant, M. (2019). Psychology and adult learning: The role of theory in informing practice. Routledge.
West, R., Mills, K., Rowland, D., & Creedy, D. K. (2018). Validation of the first peoples’ cultural capability measurement tool with undergraduate health students: A descriptive cohort study. Nurse Education Today, 64, 166-171.