Integrating Adult Learning into Extension: Identifying Importance and Possession of Adult Education Competencies Among County Extension Faculty

An ex post facto case study was conducted to determine critical professional development needs of county extension faculty in the area of adult education. To conduct the study, a survey was administered to a group of 60 county extension faculty representing one extension district within a Southeastern US state. The constructs measured in the survey included embedded perceptions as to the importance and degree of possession of a set of adult learning concepts and practices expressed as skills/competencies, the perception of the need for training in these areas, and general demographic information. On average, faculty felt that they spend about 50% of their time on adult education, and the majority perceived themselves as effective adult educators. However, respondents also believed that they have a substantial need for training in adult education. Data analysis indicated that gender and background in adult education were significant predictors of both perceived importance and possession of skills/competencies in the field of adult education. Results also indicated that while no significant differences existed between those with and those without a formal background in adult education in terms of perceived importance, those with a formal degree in this area felt they possessed these skills/competencies to a significantly greater degree than those without a formal degree. Although generalizability is limited to the extension district in which the study took place, these findings do suggest that the extension system might significantly benefit from active integration of adult education into the realms of formal training, hiring and professional development opportunities.