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I work within the Higher and Further Education sector, and part of my work focuses on addressing the reasons why students fail to complete level 2 courses (courses equivalent to 5 GCSEs grade A-C). Having qualified as a practising Life Coach, and reflecting upon the knowledge I gained, I became convinced that a life coach intervention course could make the difference between a student dropping out of a course or remaining to course completion. To test my assumption, I undertook a three year Action Research study focusing on a specific level 2 programme (containing the largest cohort of learners within my portfolio remit). The research question started out as: Can life coaching be effectively used as a tool to support learners to course completion? In year one I collected data to establish the views of Employer Training Pilot (ETP) learners, . covering the barriers they faced to ongoing learning and also data from qualified Life Coaches to identify how specific aspects of life coaching could address improving retention and achievement for this cohort. '' ' The outcome of the evaluation culminated in a course (L1FEGIM) that potentially provided the support required, which I delivered in year two. -'. Five (out of thirty) participants achieved the personal goal they set themselves within the time span they planned. They were interviewed to investigate why they had achieved their goal, and from their feedback the L1FEGIM course contents were updated and the research question was refined to: How does life coaching yourself achieve success? In year three I delivered the revised L1FEGIM course to ten participants from which eight successfully achieved their personal goal. They too, were interviewed. Evaluation of the feedback from the thirteen successful participants was compared, and the common characteristics of their success were identified, and common themes to the study emerged. Three key themes were focused on throughout the research. Firstly, the individual construction of knowledge through the learners' own approach to learning. Secondly life coaching and thirdly success factors. The life coach process used within this research (L1FEGIM) offers a method to goal achievement only if used by committed and persistent individuals who exhibit the specific characteristics of displaying self motivation, a willingness to learn and self belief. The study draws from a variety of sources including the work of Knowles (1973, 1998) where detailed research in andragogy became a credible standard within a'dult learning. The viewpoint adopted in this thesis is that individuals play an active role in the construction of knowledge through their own personalised approach to learning. Thus a constructivist interpretivist framework, is adopted. The results reveal the importance of the individuals' underpinning values and beliefs, and the pull of the socialisation process via L1FEGIM throughout the formal and informal aspects of their learning. Specifically, in using L1FEGIM, a new theoretical view of life coaching emerges from the study suggesting that L1FEGIM, as a holistic process, contributes to realistically identifying and enabling (initially through the support of a Life Coach) self belief towards empowering the individual to persist to achieve their goals.

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