Abstract
This investigation explored graduates’ perceptions and experiences of a Higher Education (HE) coach education programme. It aimed to identify if this formal learning source had impacted upon attendees’ development and employability, while uncovering information to potentially inform future provision. 10 graduate coaches who had completed coaching modules at a United Kingdom (UK) HE institution participated in in-depth semi-structured interviews. Graduate coaches highlighted a positive educational experience that developed critical analytical skills, assisted in their perceived accelerated development, and enhanced employability. Using Carl Rogers’ work as a framework to analyse the data, it is demonstrated that the findings collectively offer implicit support for the adoption of a person-centred educational philosophy. Further research and debate is identified as necessary to ascertain whether the person-centred approach offers a legitimate and effective alternative form of coach education.
| Original language | English |
|---|---|
| Pages (from-to) | 3-28 |
| Journal | International Journal of Coaching Science |
| Volume | 3 |
| Issue number | 2 |
| Publication status | Published - 2009 |
Keywords
- coach learning
- higher education
- person-centred approach