Instructor Perceptions of Ancillary Curricula in Cannabis Studies: A Qualitative Case Study
Loading...
Authors
Hester-Harrell, Brandi
Issue Date
2025-08
Type
Dissertation
Language
en
Keywords
Cannabis education , Workforce development , Postsecondary education , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
As the legal cannabis industry grows, colleges remain unprepared to train the workforce needed to sustain it. This qualitative case study examined instructors’ perceptions of the structure and workforce alignment of cannabis ancillary education programs in post-secondary institutions. The study addressed a widening gap between institutional offerings and industry realities, where unclear program design and limited support continue to disadvantage students, particularly those impacted by the collateral consequences of the War on Drugs. The study evaluated whether existing cannabis programs prepare students for real-world participation and how faculty navigate instructional design within decentralized or unsupported environments. Grounded in adult learning theory, the research also explored how instructors adapt content, provide relevance, and compensate for the lack of formal curricular models. Twelve instructors from post-secondary institutions across multiple states participated in semi-structured interviews. Using numerous rounds of coding and member checking, the analysis revealed three themes: fragmented program structures influence legitimacy and outcomes; limited experiential learning weakens student preparation; and narrow access pathways exclude the very learners cannabis policy reform claims to serve. Participants described building courses from scratch, relying on personal experience to fill institutional gaps. These findings confirm that cannabis education remains underdeveloped, leaving students uncertain, disconnected from workforce opportunities, and unsupported by systems meant to help them succeed. This study offers institutions a roadmap to shift from siloed course offerings to structured, intentional programs that embed applied learning and repair historical harm. The findings point to new possibilities for coordinated cannabis education that builds equity, fosters economic mobility, and reflects the communities it aims to serve.