Faculty of Education - Theses
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ItemPedagogical practices and adult learners’ professional formations: a multiple-case study within a Malaysian university( 2010)With the belief that the quality of the workforce can be improved by increasing the number of those with tertiary qualification in the workforce, higher education in Malaysia has been entrusted by the government to help develop the needed human capital. Among the many public universities, Universiti Teknologi MARA (UiTM) confronts greater challenges due to its special mission to overcome the shortage of Bumiputera [‘sons of the soil’] manpower at the professional level. The thesis sought to examine professional formations as these are constructed through transitional experiences of adult learners moving between higher education and employment. It also investigates how pedagogical practices in Universiti Teknologi MARA (UiTM) Malaysia impact upon these experiences. A multiple-case study utilised quantitative and qualitative methods in five different programmes. The findings were derived from questionnaires, interviews, and classroom observations, which involved ten lecturers, and five groups of learners. Five practising professionals were also interviewed to explore what they do at work, and their views of UiTM graduates. The findings show that the learners’ professional identities were variably formed, with age, quality of experience, and qualification as important markers. The learners’ work experiences were helpful as these experiences helped connect theoretical knowledge to their everyday lives and professional practices. Depending on the engagement, their studies and work had reinforced their knowledge and had been beneficial in many aspects, in a symbiotic relationship which suggests the relevance of different ways of ‘knowing’. Another significant finding is that lengthy engagement with practice is required for professional learning and for becoming an expert, as lifelong experience plays an important role in doing work successfully. Through its findings, the thesis recommends changes in policy and practices so as to provide more relevant and responsive educational opportunities for adults in institutions of higher learning.