Social capital is implicit in the fields of sociology and anthropology towards understanding social cohesion, integration and collective action. Embedded in relationships, social capital is considered a resource with multiple functions but remains an elusive construct and subject to variety of interpretations. Social capital is least understood among forms of capital. The author's practice in development work for two decades indicate that social capital contributes to transformative learning among parties involved. However, the interface of social capital and learning remains under-explored territory in the literature. This dissertation provides evidence that social capital and transformative learning are linked. The plausible two-way cause and effect relationships indicate functional interconnection. Seven hypotheses synthesize the findings of this research and could start the formulation of a theory on social capital-transformative learning interconnectivity. This study also illuminates a new research niche, integrating the two traditionally disparate disciplines of sociology and adult education.

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