Organizations can incur extensive costs to fund training typically available to employees free of charge. However, some employees do not participate. The body of research reviewed in adult education focused on relevant studies and models of contributing factors for participation in academia, the workplace, and the community. No studies were found that investigated the motivation of adults who participate and do not participate in the Intelligence Community (IC). This study empirically examined the factors that influence adult participation in IC workplace training. The survey instrument was an adapted version of the Education Participation Scale-Alternate (EPS-A) and the Deterrents to Participation Scale-General (DPS-G) with seven open-ended questions to identify factors of adult participation and non-participation in the IC. Respondents (111) were participants and non-participants of leadership development training and consisted of African-American 75 (68%), Caucasian 21 (19%), Multi-Cultural 9 (8%), other 3 (3%), and 81 (75%) women and 27 (25%) men between the age of 21 and 80. Most respondents possessed a bachelor's degree or higher 78 (72%), worked in the IC for more than 10 years 36 (33%), and earned an annual family income of more than $130,000 63 (60%). Statistically significant results showed that lack of course relevance and time constraints were perceived deterrents to participation. Communication improvement was identified as a perceived enabler for non-participants. Additional findings of this study revealed four factors"to meet new people, to achieve an occupational goal, to increase my job competence, and to expand my mind-that influenced participation in leadership development training in the IC. Major themes such as leader or supervisor support, association, encouragement, selection, career advancement, personal growth, and availability of time were highlighted as enablers and deterrents of adult participation in workplace training. These findings enhance the current body of research in adult participation by providing information on participation in the IC that was previously not available in the literature and increase practitioners' knowledge of contributing factors that might affect the development of future leaders / Ph. D.

Syftet med studien var att genom intervjuer och observationer undersöka pedagogers delaktighet i den fria leken i förskola och förskoleklass. De frågeställningar som låg till grund var, Vad innebär vuxnas delaktighet i barnens fria lek? På vilket sätt kommer den vuxnes delaktighet till uttryck i den fria leken? Detta för att vi ville veta om vuxna deltar och på vilket sätt de deltar i barnens lek. Vår studie är kvalitativ och i metoden är vi inspirerade av fenomenografi och sociokulturellt perspektiv. Studien grundar sig på sju intervjuer med pedagoger i förskola och förskoleklass och på observationer, en i förskola och en i förskoleklass. I resultatet kom vi fram till att vuxnas uttryck av delaktighet har visat sig på flera olika sätt. De vanligaste uttrycken är handledare och förespråkare för verkligheten, däremot kunde vi se att deltagande som lekkamrat inte förekom så ofta även om respondenterna uttrycker att de gärna vill. / The purpose of this study was that through interviews and observations to examine pedagogues participation in the free play in preschool and preschool classes. The issues which formed the basis was, What does adult involvement in children's free play mean? How will the adult's participation be reflected in the free game? This is because we wanted to know about the adults involved and how they participate in children's play. Our study is qualitative and the method we are inspired by is phenomenography and socio-cultural perspective. The study is based on seven interviews with teachers in preschool and preschool classes and observations, one in preschool and one in the preschool class. In the result, we concluded that the adult expression of participation has proved in several different ways. The most common expressions are play tutor and spokesman for reality, however, we found that participation playmate was not so often, even if respondents say that they want to.