A phenomenological approach to transformative learning in a higher education context
A phenomenological approach to transformative learning in a higher education context
This research examines how students of communication and marketing experience transformative learning processes that prepare them for the complex demands of digital and societal transformation. Using phenomenological analysis, the students’ individual experiences are recorded through interviews, reflective journals and focus groups in order to understand which teaching methods promote lasting shifts in perspective and critical thinking.
| PhD students: | Lara Pujol |
| Supervisors: | Prof. Dr Pia Sue Helferich, Prof. Dr Thomas Pleil, |
| Duration: | January 2025 to September 2028 |
| Participating institutions: | Munster Technological University |
Digital transformation, societal challenges and ethical issues are fundamentally changing the demands placed on communication and marketing professionals (Weder, 2022). Alongside subject-specific knowledge, critical thinking, adaptability and ethical reflection are key competencies (Illeris, 2014; Cranton, 2006).
Transformative learning offers an innovative approach to preparing students for these complex demands (Mezirow, 1991, 2000). This research examines how students in communication and marketing programmes experience transformative learning processes and which teaching methods can foster lasting shifts in perspective (Hoggan, 2016). The findings contribute to optimising educational approaches and designing practice-oriented learning environments (Smith et al., 2009).
Research questions
How do students of communication and marketing studies experience, reflect on and integrate transformative learning – particularly in relation to digital literacy – into their professional and personal development?
Sub-questions:
- What situational, cognitive and emotional triggers initiate transformative learning experiences?
- How do students describe and understand the changes in their perspectives, beliefs, professional competences and digital skills brought about by transformative learning?
- Which pedagogical methods and learning environments most effectively promote transformative learning?
- How do students use critical reflection, autonomy and self-directed learning to shape their evolving professional identity during their study programme?
- What institutional and structural factors influence the implementation of transformative learning in communication and marketing degree programmes?
Methodology
This study adopts a phenomenological approach to examine students’ individual experiences of transformative learning. Interpretative Phenomenological Analysis (IPA) is used to capture personal perspectives and reflective processes in detail.
Data is collected through semi-structured interviews, reflective journals and focus groups in order to analyse both individual and collective learning processes. The data is coded and analysed thematically to identify key patterns and influencing factors for transformative learning experiences. In addition, short interviews are conducted with teaching staff to reflect on teaching methods and institutional frameworks.
Steps taken so far
The work carried out to date comprises the theoretical underpinning and development of the research concept. Key approaches from Transformative Learning Theory (Mezirow, 1991; Cranton, 2006; Illeris, 2014; Hoggan, 2016) have been analysed and applied to communication and marketing education. The research design is based on Interpretative Phenomenological Analysis (IPA) (Smith et al., 2009) and combines interviews, reflective journals and focus groups. Initial challenges regarding feasibility and methodological delimitation were identified and taken into account. The literature review highlights key factors influencing transformative learning processes, which will subsequently be empirically tested.
Objective
The findings of this research are intended to contribute to the targeted integration of transformative learning processes into the teaching of communication and marketing degree programmes. Based on the results, didactic recommendations will be developed to support teaching staff in fostering reflection, critical thinking and adaptive competence among students.
Particular emphasis is placed on practical feasibility, for example through the adaptation of teaching methods, the use of experience-based learning formats and the promotion of dialogical learning spaces. In the long term, these approaches can help to better prepare students for the dynamic challenges in the communications and marketing sectors.
References
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults. Jossey-Bass.
Hoggan, C. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66(1), 57–75.
Illeris, K. (2014), Transformative Learning and Identity, Routledge, Taylor & Francis Group, London; New York.
Mezirow, J. (1991), *Transformative Dimensions of Adult Learning*, 1st ed., Jossey-Bass [et al.], San Francisco, Calif.
Mezirow, J. (2000), Learning as Transformation: Critical Perspectives on a Theory in Progress, 1st ed., Jossey-Bass, San Francisco, Calif.
Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. SAGE Publications.
Weder, F. (2022). Strategic problematisation of sustainability: Reframing dissent in strategic communication for transformation. Public Relations Inquiry, 10(2), 145–163.
