Transformative learning has experienced substantial growth during the past few decades. The original research focused on individual change: women who had been out of the workforce and were reentering. The experience was challenging in many ways, as issues of self-concept, existing frames of reference, and assumptions were beginning to change. This issue focuses on how institutions are helping large numbers of students to transform from adolescents to professionals in a field, or to re-design their lives through formal education.
Guest Editors: Ed Cunliff, PhD, and Jeff King, EdD, University of Central Oklahoma