Adult forensics education as a contributor to lifelong success :a grounded theory study


Embree, Eric.. (2009). Adult forensics education as a contributor to lifelong success :a grounded theory study. Theses and Dissertations Collection, University of Idaho Library Digital Collections.

Adult forensics education as a contributor to lifelong success :a grounded theory study
Embree, Eric.
Forensics (Public speaking)--Study and teaching
This qualitative study sought to discover a theory explaining the ways in which forensics participants adapt and apply forensics skills and experiences in adulthood so as to make them contributory to life success, as perceived by study participants. The study employed a grounded theory methodology. A theoretical sampling of 16 individuals, all of whom had competed in university-level forensics during the decade of the 1980's, was purposefully selected for participation in the study. Data were gathered through taped interviews and, in one case, a series of conversations conducted via e-mail. The study found that forensics participants potentially gained five elements from forensics competition: skills, lessons, transformations, gifts, and problems . Each of these elements, termed the grand categories in the study, was discussed and systematically linked to the core category of success. The theory that emerged explained the fact that it was generally the actions and choices of participants that determined how and whether or not forensics experience would contribute to life success. In the case of skills and lessons particularly, only when the skill or lesson was appropriately and effectively applied or adapted did it contribute to success. Various strategies employed by study participants were put forth as part of the theory for effective and appropriate application/adaptation of skills and lessons. A process for successful application/adaptation was also advanced, based on participants' experiences. The theory also outlined problems that can occur when skills or lessons are ineffectively or inappropriately applied/adapted, and a process, drawn from the experience of participants, through which those problems can be overcome. A visual representation of the theory is presented.
Thesis (Ph. D., Education)--University of Idaho, March 1, 2009.
Major Professor:
Roger L. Scott.
Defense Date:
March 1, 2009.
Format Original:
x, 204 leaves :ill. ;29 cm.

Contact us about this record

In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at
Standardized Rights: