Effectively Working with the Doctoral Program Committees: A Transformative Learning Experience of Doctoral Graduates in an Adult Education or Education Related Programs

Using Mezirow's transformative learning theory, this study examined the transformative or perspective altering learning experiences among six women who have graduated from an adult education or education related doctoral program. Emphasis was placed on the relationship between the student and the doctoral program committee and the fostering of that transformation. Narrative analysis of six units of placement indicated that these six participants had many similar experiences that reflect transformative learning or perspective altering characteristics. This study suggests that there are items missing from the doctoral program and learning processes in order to foster a positive working relationship, which is a key component of the transformative learning experience.