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Professional Military Education in the Marine Corps Reserve: A Narrative Inquiry

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Bibliographic Details
Title: Professional Military Education in the Marine Corps Reserve: A Narrative Inquiry
Language: English
Authors: Fullerton, Adam, Hatch-Tocaimaza, Deryl K., Synstelien, Seth S., Meltzer, Aaron
Source: New Horizons in Adult Education & Human Resource Development. Sum 2020 32(3):5-19.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Military Training, Military Personnel, Professional Continuing Education, Veterans
DOI: 10.1002/nha3.20285
ISSN: 1939-4225
Abstract: While there are numerous qualitative studies exploring civilian experiences in continuing professional education programs, there is a dearth of research on the professional military education (PME) system. These systems, which sustain continuing education and professional development for over two million active and reserve members of the military, are navigated in a myriad of different ways depending on the branch of service, active or reserve status, and ability to go to resident PME courses vice using an online format. This study, using a narrative inquiry framework explores the lived experience of seven reserve staff non-commissioned officers (SNCO) as they navigate the PME process. Through the process of narrative meaning-making, administrators and advocates of varying backgrounds are able to imagine how PME might be navigated in unique contexts and what it means to support those engaging in PME.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1264911
Database: ERIC
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Abstract:While there are numerous qualitative studies exploring civilian experiences in continuing professional education programs, there is a dearth of research on the professional military education (PME) system. These systems, which sustain continuing education and professional development for over two million active and reserve members of the military, are navigated in a myriad of different ways depending on the branch of service, active or reserve status, and ability to go to resident PME courses vice using an online format. This study, using a narrative inquiry framework explores the lived experience of seven reserve staff non-commissioned officers (SNCO) as they navigate the PME process. Through the process of narrative meaning-making, administrators and advocates of varying backgrounds are able to imagine how PME might be navigated in unique contexts and what it means to support those engaging in PME.
ISSN:1939-4225
DOI:10.1002/nha3.20285