Assessing the Transfer of Learning: A Qualitative Case Study on the Acceptance of Knowledge from a Military Faculty Development Center

Abstract

This qualitative case study explored training transfer among Military Instructors at the Marine Corps Faculty Development School, emphasizing training acceptance versus knowledge acquisition through a constructivist lens. Using semi-structured interviews conducted immediately post-training and six weeks later, the study examined how instructors perceived, accepted, and integrated training into their instructional practice (Merriam, 1998; Yin, 2018). Three concepts guided the analysis: training acceptance—instructors’ perceptions of relevance and applicability (Burke & Hutchins, 2007; Ford et al., 2017); knowledge acquisition—the absorption of content and strategies (Baldwin & Ford, 1988; Illeris, 2009); and training material utilization—how materials were applied or adapted in practice (Biech, 2017; Schmidt, 2014). Data from interviews, observations, and curriculum reviews provided a rich understanding of learning transfer, reinforcing the value of constructivist principles in military faculty development and the broader goal of enhancing instructional effectiveness (Blume et al., 2009; Salas et al., 2012).