School of Education
Doctor of Philosophy in Education (PhD)
Sharon B. Farrell
heutagogy, lifelong learning, self-determination, social capital
Education | Educational Leadership
Ray, Daniel K., "A Transcendental Phenomenological Study of the Lived Experiences of Middle Managers: Self-determined Lifelong Learning in the Banking Industry" (2023). Doctoral Dissertations and Projects. 4807.
The purpose of this transcendental phenomenological study was to describe the experiences of middle managers in the banking industry practicing heutagogy to develop lifelong learning skills. The theory guiding this study is Deci and Ryan’s self-determination theory and its relationship with lifelong learning. This study aimed to answer the central research question: What are the lived experiences of middle managers in the banking industry practicing heutagogy to develop lifelong learning skills? Data collected from individual interviews, focus groups, and journal prompts were synthesized using open and axial coding to identify patterns and connections in the resulting data. Data analysis followed the Stevick-Colaizzi-Keen method described by Moustakas. Following an in-depth analysis of the collected data, five major themes emerged. Learning and employment growth, lifelong learning and adaptation, organizational implementation of learning, referrals and career advancement, and personal growth through experience and accomplishment offer a valuable perspective into middle managers' experiences in the banking industry practicing heutagogy to develop lifelong learning skills. These themes provide insight into the various aspects of their personal and professional growth journey. The study concludes by discussing the implications and findings for future research.