Abstract
Purpose. The purpose of this study was to determine to what degree the seven dimensions of the andragogical process design were present in selected doctoral programs in the state of California as perceived by recent graduates. Methodology. This study required the administration of a questionnaire to a sample of doctoral graduates from five universities in California. Descriptive research was used to answer the seven research questions. A t-test of independent samples was employed to determine if a significant difference existed between gender and ethnicity. A one-way ANOVA and a Scheffé analysis were used to examine differences between age groups, years worked in education, and present job positions. Findings. The data show that all seven dimensions (climate for learning, mutual planning, involvement of students/need for learning, designing objectives, intellectual pacing, active learning, and evaluating results) of the andragogical process design were perceived to be present in selected doctoral programs by recent graduates. Additionally, the data show that no significant differences were found between gender, ethnicity, various age groups or in the number of years worked in education. However, within present job positions, there was a significant difference between directors/superintendents and principals. This was significant at the .05 level. Conclusions. The study found that universities use adult learning theory. The faculties of the selected universities provided climate for learning, established a structure of mutual planning, involved the students need for learning, and worked with the students to design objectives. Intellectual pacing met the needs of the students, active learning was encouraged, and the faculties evaluated the results. Recommendations. The following recommendations for further research are submitted for the purpose of expanding upon this study: (1) explain why principals/superintendents and directors differ in perceptions, (2) conduct a study in other managerial programs, and (3) explore whether the andragogical processes are making a difference in the success of graduates.