Teaching Qualitative Inquiry: Experiential Andragogy in Military Faculty Development Programs

Abstract

Abstract The purpose of this instrumental case study was to understand how experienced adult educators practice and identify with experiential andragogy for qualitative research methodology in nonformal faculty development programs hosted by an institution of higher education that administers professional military education (PME) programs. Emergent themes included the significance of learning environments, collective value of sharing research experiences across the faculty, and the implications of lifelong learning as an organizing principle in an institution of higher education.