A Phenomenological Exploration of How Mediation Models of Transformative Learning (WICS,
SCM) Affect Student Retention in an Online Doctoral For-Profit University.
Beryl Gutekunst
University of Phoenix College of the Humanities
Online Campus, 4025 S. Riverpoint Parkway, Phoenix, AZ 85040
bgutekun@email.phoenix.edu
Bio: Dr. Gutekunst earned her B.A. (English) at Gettysburg College followed by her M.S.
(Counseling Psychology) at the University of Pennsylvania, her M.A. (English) Arcadia
University, and her Ed.D. (Higher Education) at Novasoutheastern University. Since 1990, she
participated in higher education teaching and administrative leadership roles including mission
statement writing and strategic planning development and implementation at Chestnut Hill
College. Presentations included emphasis on a journalist’s ethical leadership, “The Journalist as
Citizen to Advance the Public Good” and “Replacing Sensationalism with Conversations for
action.” A commitment to “servant leadership” drives scholarship focus in online student
transformational learning and ambient technology.
Mark Kass
Doctoral Faculty
University of Phoenix School of Advanced Studies – Doctoral Faculty:
Overland Park, KS 66212, | USA
Cell: 913.961.5047 (USA)
Email: mdkass@earthlink.net
Bio: Dr. Kass earned his Ph.D. in International Relations from the University of Missouri and
his Masters in International Relations from Creighton University. Since 2004 Dr. Kass has
worked full time for academic institutions and in the private sector as Managing Director of Ph..
Diversified Services, a global political risk and training consulting firm. With a long experience
in Doctoral level online education, his interests lie in improving the quality of the Doctoral
learning experience as well as in improving levels of student retention through active faculty
engagement.
Helen Schleckser
University of Phoenix School of Advanced Studies - Online Campus
4025 S. Riverpoint Parkway, Phoenix, AZ 85040,
hsgtp@email.phoenix.edu
Bio: Helen Schleckser earned her BA (English) from Georgian Court University and MBA,
Technology Management from University of Phoenix. She is currently enrolled in University of
Phoenix’s School of Advance Studies EDD/ET program. For the last twenty-five-plus years she
has worked mostly for financial institutions in various roles related to credit, compliance, risk,
and project management leading cross-functional teams and implementing significant
organizational initiatives. Additionally she teaches online for University of Phoenix, College of
Humanities and Thomas Edison State College, School of Business and Management.
Elisabeth E. Weinbaum
Doctoral Faculty
University of Phoenix School of Advanced Studies - Online Campus
4025 S. Riverpoint Parkway, Phoenix, AZ 85040,
weinbaume@email.phoenix.edu
Bio: Dr. Weinbaum earned her BA (Psychology/Modern Languages) at Capital University
followed by her M.A. and PhD at The Ohio State University. She also trained in the MR/DD
Psychology Program @ OSU/Nisonger Center. Since 1987, she participated in many
assessment, intervention, and research programs worldwide. She serves as senior consultant for
EVAL International and she is engaged in the training of qualified educators, parents, and
community members in dynamic assessment of learning potential of children and young adult.
Education is her passion and her applied focus lies within the realm of effective mediation in
21st century technological delivery systems for education.
A Phenomenological Exploration of How Mediation Models of Transformative Learning (WICS,
SCM) Affect Student Retention in an Online Doctoral For-Profit University.
Abstract: The purpose of this qualitative study is to explore the potential impact of learning
models (WICS; SCM) on facilitating transformative learning, in accordance with the University
of Phoenix School of Advanced Studies (SAS) Mission Statement, the Scholar PractitionerLeadership model (SPL), and the new ‘unbundled institutional model’ (Pepicello, 2012). The
Central Ideas: Personalization. What makes us different is what makes us better (Academic
Matters, 2013). Ambient intelligence (Aml) in the new UoPx classroom, with embedded, context
aware, personalized, adaptive, anticipatory tools like Knowledge Check (KC), helps students
identify problem areas and assists online Doctoral faculty to better monitor signs of
disengagement and then provide a process for intervention before the student drops out or fails.
This study focuses on How Mediation Models of Transformative Learning (WICS, SCM) Affect
Student Retention in an Online Doctoral For-Profit University. How might various pedagogical
processes foster transformative learning experiences? What might the impact be of adding a
weekly self-reflection component (digital personal journal) to an existing course? How might the
further inclusion of peer mentors and embedded, context aware, personalized, adaptive,
anticipatory tools like Knowledge Check (KC) affect students' transformative learning
experiences in a specific Doctoral online classroom? What is the nature of this experience and
how does this experience unfold in the context of transformative learning? How do learners see
the role of empathy (from educators, but perhaps more importantly from others) in their
transformative learning experience? This qualitative, phenomenological investigation will
explore the roles of mentors (doctoral online faculty mentors, peer mentors) operating within a
classroom platform that has the form of social intelligence (anticipatory: can anticipate your
desires without conscious mediation), is perceived as fostering the transition to transformative
learners and increase retention and completion rates. Driven by SAS’ core values, defined as
‘Have a Passion for Learning, Improve Society, Embrace Innovation, Act with Integrity, Treat
Others as We Would Like to be Treated, Empower Excellence’, faculty and peer mentors strive
to promote students’ personal leadership development. When online doctoral students do not
complete their coursework, for profit online universities undergo financial and reputation
problems and strive to address these issues. This study focuses on helping online Doctoral
students achieve success. Transformative learning could ameliorate the lack of engagement, low
retention rates and drop out problems.
Keywords: Teaching, transformative learning, online doctoral student, mediation, leadership,
Ambient intelligence (Aml), engagement, retention.
References:
Pepicello, B. (2012) IN Oblinger, D. G, (ED) Game changers: Education and information
technologies. Retrieved from http://net.educause.edu/ir/library/pdf/pub720310.pdf
What makes us different is what makes us better. Academic Matters April 22, 2013. Retrieved
from 11 www.facultyresearchgroup.org