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Contextual and Individual Factors and the Use of Influencing Tactics in Adult Education Program Planning

Susan M. Hendricks

Indiana University at Kokomo, shendric{at}iuk.edu

Building on the work of Cervero and Wilson and Yang, this multivariate study examined the relationships between contextual factors (power and conflict in the adult education planning relationship), individual factors (perceived problem-solving effectiveness and years of experience as an educational planner), and different influencing tactics used in adult education program planning. Participants were students and faculty members from multiple adult education graduate programs in North America. Results indicated that in conflicted planning situations, counteracting was favored as an influencing tactic over reasoning and consulting. In consensual planning situations, reasoning and consulting were favored, and counteracting was deemed ineffective. Program planners may benefit from a greater understanding of the power and influencing tactics used in different situations. Further work can better identify and measure the factors that are most critical when negotiating power and interests. Future research should focus on enhancing instrument reliability and validity, clarifying the theoretical model, and using a broader sample of program planners.

Adult Education Quarterly, Vol. 51, No. 3, 219-235 (2001)
DOI: 10.1177/07417130122087250
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B. J. Watkins and E. J. Tisdell
Negotiating the Labyrinth from Margin to Center: Adult Degree Program Administrators as Program Planners within Higher Education Institutions
Adult Education Quarterly, February 1, 2006; 56(2): 134 - 159.
[Abstract] [PDF]