The working executive: the developmental role of executive degree programmes

Abstract

Explores the developmental role and meaning of executive degree programmes in the lives of working executive participants. Uses Levinson’s concepts of developmental stages, the central components of the life structure, and Mead’s concept that meaning is found in the response of the other, as the theoretical framework. Data were gathered using semi‐structured interviews that explored respondents’ work life, biographical and family influences, and the educational experience. A short questionnaire was used to gather demographic data. The subjects were executive participants in the Executive Program at The Claremont Graduate School. The sample of 12 ranged from 36 to 55 years of age. The respondents were equally distributed by gender. The data supported Mead’s notion that the meaning of the degree programme would be found in the response of significant others. The interview data indicated that respondents enjoyed a high level of support for their educational goals from significant others at home and at work. There was no support for Levinson’s model where the role/meaning of the programme would be different for participants at different stages of adulthood. However, the experience did effect life structures in predictable ways.

Citation

Hilgert, A.D. (1996), "The working executive: the developmental role of executive degree programmes", Journal of Management Development, Vol. 15 No. 7, pp. 47-61. https://doi.org/10.1108/02621719610122802