New Horizons in Adult Education and Human Resource Development最新文献

{"title":"Apart, But Together: Voices of Women Academics Working from Home","authors":"Oliver S. Crocco, R. Grenier, Dorothy Kemp","doi":"10.1002/nha3.20365","DOIUrl":"https://doi.org/10.1002/nha3.20365","url":null,"abstract":"In 2020 governments and their leaders across the globe took action to limit the spread of the COVID-19 virus by implementing voluntary and mandatory quarantines, lockdowns, and social isolation, closing schools and nonessential workplaces, preventing groups from gathering, and limiting or stopping international travel (Anderson et al., 2020). In some cases, more extreme and opportunistic measures were used by governments, such as tracking bracelets in Hong Kong (Strielkowski, 2020), the Hungarian prime minister Viktor Orbán pushing through a law to permanently sideline parliament to rule by decree (Amat et al., 2020), and the Trump administration issuing an order suspending equal opportunity requirements (US Department of Labor, 2020). In homes and workplaces, the pandemic impacted men and women, but both new and existing gender inequalities that disproportionately affected women came to bear. The pandemic took a heavier toll on the psychological, as well as physical health of women. For example, in Spain, Hungary, and Israel women described experiencing a higher degree of stress and anxiety when compared to men at the beginning of the pandemic (Ausín et al., 2021; Horesh et al., 2020; Szabo et al., 2020). It also led to greater domestic obligations (Collins et al., 2021), and with schools closed or going to virtual formats, women tended to take over more homeschooling duties (Carlson et al., 2021). This resulted, in the case of UK women, in “unbridled role conflict” (Adisa et al., 2021, p. 241) as their work and domestic roles interfered with each other, resulting in tension and imbalance between demands. There is considerable, growing evidence that COVID-19 has changed academic work globally with women being more negatively impacted overall when compared to men (Pereira, 2021). Deryugina et al. (2021) and others (e.g., Aldossari & Chaudhry, 2021; Minello et al., 2020) explain that all academics, regardless of gender, reported escalations in childcare and housework; however, not surprisingly, women academics faced significantly larger increases than their male counterparts. And women with children reported less time for research when compared to men academics with children or childless academics (Minello et al., 2020). This came at a time when women already faced deterrents to continued professional development (Chuang, 2015), and Black women, in particular, faced challenges in predominantly White higher education institutions (Dowdy, 2008). While most colleges and universities did little to support faculty and staff in the new reality of emergency online teaching and advising, others offered extensions of the tenure clock, providing the option to forgo student evaluations, and even funding personal internet connections (The Chronicle of Higher Education, 2020). For some, the pandemic even provided a time of “feverish productivity” in academic research (Plakhotnik, 2021, p. 2). As the context of the academic labor market highlights, there is evi","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"89 1","pages":"1 - 4"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85963378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adult English language education at a time of globalization: Opportunities for critical social change","authors":"Bahar Biazar","doi":"10.1002/nha3.20324","DOIUrl":"https://doi.org/10.1002/nha3.20324","url":null,"abstract":"In this article, adult English language learning is historicized and situated within the context of globalization and empire building. The purpose of this article is to link adult English as a second language (ESL) learning with imperialism and globalization, but also reveal that there is great radical potential within spaces of adult ESL for making progressive social change by virtue of being a location in which forces of globalization, migration, possibly displacement meet relations of race, class, and gender. The article ends with a section on current work being done in the field of adult English language teaching that is critical and aims for action and social change.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"31 1","pages":"55 - 59"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85938588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"One Small Step toward Ungendered Rationality: A Plea for HRD Researchers and Practitioners","authors":"Kristine Hollingsworth","doi":"10.1002/nha3.20341","DOIUrl":"https://doi.org/10.1002/nha3.20341","url":null,"abstract":"Masculine rationality pervades organizations and organizational theory but remains largely unexplored and or studied by human resource development (HRD) researchers and practitioners. This essay defines rational masculinity and summarizes its origins and effects on women in the workplace. Current literature supports the need for increased recognition of masculine rationality within HRD but lacks concrete suggestions for how to make progress toward identifying and changing the definition of rationality within organizations to a more holistic, inclusive organizational framework. In this essay, I provide concrete suggestions that HRD and organizational leadership can implement to begin a change toward a more balanced rationality.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"5 1","pages":"51 - 54"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86062829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adult Learning Facilitators in any Setting, Instructional Designers’ Roles as the Adult Learner and Educator, and their Perceived Knowledge Construction when Preparing Graduate Faculty for Teaching Online: An Interpretive Study","authors":"Mattyna L. Stephens, J. Lowney, Caitlyn M. Ybarra, S. Stephens","doi":"10.1002/nha3.20319","DOIUrl":"https://doi.org/10.1002/nha3.20319","url":null,"abstract":"Adult learning facilitators in any setting (ALFAS) seek to facilitate learning that is lifelong and meaningful. The purpose of this interpretive research study was to explore how instructional designers (IDs) construct knowledge when preparing graduate faculty to develop and teach courses online. The study involved five IDs and their perceptions of their knowledge construction when collaborating with graduate faculty to transition their courses to online instruction. The four main themes that emerged from the data were learning community or community of practice, individual experiences as adult educators, individual experiences as adult learners, and challenges to the learning process. These themes broaden the understanding of IDs’ perceived knowledge construction within a constructivist framework, an area that can inform adult educators and workplace learning as online instruction continues to gain much momentum.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"284 1","pages":"3 - 15"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78472046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where is the Engagement of HRD Practitioners?","authors":"Cory J. Wicker","doi":"10.1002/nha3.20353","DOIUrl":"https://doi.org/10.1002/nha3.20353","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"3 1","pages":"1 - 2"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91111321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A case study of adult education and literacy programs and the transition to remote services during the COVID‐19 pandemic","authors":"Chih‐Wei Wang, A. Sainz, S. C. Joshi, Mary V. Alfred","doi":"10.1002/nha3.20352","DOIUrl":"https://doi.org/10.1002/nha3.20352","url":null,"abstract":"The COVID–19 pandemic drastically impacted the Texas Division of Adult Education. As a result, Texas's grant–funded adult education and literacy (AEL) programs transitioned to remote instruction. There was a need to understand how this unfolded. Thus, the purpose of this case study was to explore how the Texas Division of Adult Education guided AEL programs in the transition to remote services. Several published records were collected and analyzed using document and content analysis. The research findings revealed effective crisis management strategies and professional development interventions implemented by state leadership. This study also highlights the challenges and potential advantages of remote learning. These outcomes are helpful because they could guide other state agencies in incorporating remote learning courses. Ultimately, professional development training evaluations indicated the need for further program support to foster training transfer. This article concludes with implications for AEL programs and suggestions for future research.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"51 1","pages":"37 - 50"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86150112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Strengths–Based Approach to Improve Employment Opportunities for Individuals with Autism Spectrum Disorder","authors":"Karen R. Johnson","doi":"10.1002/nha3.20321","DOIUrl":"https://doi.org/10.1002/nha3.20321","url":null,"abstract":"An increasing number of individuals with autism spectrum disorder (ASD) are pursing postsecondary degrees; however, the employment rate for this population is unacceptably low because of the range of deficit in behavioral, communication, and social skills that are crucial for effective functioning on the job. Although individuals with ASD have wide and varied talents and giftedness, there continues to be a focus on their impairments rather than their strengths and they are subject to stigma and discrimination. To reduce employers fears and reluctance of employing individuals with ASD, appreciative inquiry is suggested as a strengths–based approach to leverage their skills and improve work outcomes of this underrepresented population.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"77 1","pages":"16 - 25"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87055877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formation as an Organizing Framework for the Processes of Lifelong Learning","authors":"M. Kroth, Davin J. Carr-Chellman, Carol Rogers-Shaw","doi":"10.1002/nha3.20348","DOIUrl":"https://doi.org/10.1002/nha3.20348","url":null,"abstract":"This article introduces formation as an organizing model for lifelong learning and places existing lifelong learning theory into this larger context. Further, in order to demonstrate how this framework might be applied, we suggest a lifelong learning agenda based on formation, which includes intentionality, meta–learning skills, and meta–practices. Meta–learning skills are strategic tools for facilitating lifelong, profound formation, while meta–practices are the strategic implementation of those meta–learning skills. Lifelong learning as continual formation has substructures such as deformation, reformation, and transformation. Profound learning practices lead toward profound living, more broadly described as human flourishing.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"17 1","pages":"26 - 36"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91359497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtually new: A case description of a health system's new employee orientation COVID‐19 response plan","authors":"Mariela V. Campuzano","doi":"10.1002/nha3.20346","DOIUrl":"https://doi.org/10.1002/nha3.20346","url":null,"abstract":"As a result of the novel Coronavirus of 2019 (COVID–19), everyday life was transformed globally. With this, organizations were faced with the need to strategically and empathetically balance employee safety with business continuity as their survival largely depended on enacting immediate response measures by shifting to working remotely. When work moved online, essential programs including new employee onboarding, required a transition to virtual learning and development. This case description outlines Jackson Health System's COVID–19 New Employee Orientation (NEO) response plan through the lens of andragogy, with an emphasis on technological considerations. Following a description of decisions and responses to design and execute the virtual orientation program, a discussion is presented of three overarching lessons learned in the process: Virtual onboarding is a necessarily iterative process; virtual onboarding must be intentional; and the technological divide must be addressed. Recommendations for human resource development (HRD) research and practice are offered.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"2 1","pages":"5 - 15"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86126278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Editorial in Three Parts","authors":"J. Bohonos, Margaret H. Patterson, M. C. Smith","doi":"10.1002/nha3.20354","DOIUrl":"https://doi.org/10.1002/nha3.20354","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"16 1","pages":"1 - 4"},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81274368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}