Adult Learning最新文献_第10页

Low-Skilled Return Migrants as Adult Learners: A Case of Mongolian Migrants Returning From South Korea 低技能归国移民作为成人学习者:以韩国蒙古归国移民为例

IF 1.3

Adult Learning Pub Date : 2021-04-24 DOI: 10.1177/10451595211007939

Kyoungjin Jang, Battuya Lkhagvadulam, Wonsup Chang

{"title":"Low-Skilled Return Migrants as Adult Learners: A Case of Mongolian Migrants Returning From South Korea","authors":"Kyoungjin Jang, Battuya Lkhagvadulam, Wonsup Chang","doi":"10.1177/10451595211007939","DOIUrl":"https://doi.org/10.1177/10451595211007939","url":null,"abstract":"This is an exploratory study on returning migrants as adult learners preparing to return to their home countries. We examined the educational needs and learning experiences of nine Mongolian migrants returning from South Korea who participated in vocational education programs for imminent returnees. Our qualitative analysis found that returning migrants have (a) the need to bring viable skills back to their home countries, (b) the need to learn how to start a business, and (c) the need to prove their experience and skills acquired in South Korea. Participants’ vocational education experiences revealed that current educational practices (a) provide knowledge that is too basic and abstract to meet migrants’ needs, and (b) lack variety to meet individuals’ needs to develop their skills; however, (c) they did enable migrants to share information and ideas about their upcoming return to Mongolia. Based on the findings, we identified key issues that must be considered to support migrants’ sustainable return to their home countries. The study’s limitations and suggestions for future research are provided to support various types of return migrants and their needs.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84714146","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}

引用次数: 0

Collective Memory Work: A Method for Turning Adult Learners’ Work-Life Experiences Into a Rich Collective Knowledge Resource in Higher Education 集体记忆工作:高等教育将成人学习者的工作-生活经验转化为丰富的集体知识资源的方法

IF 1.3

Adult Learning Pub Date : 2021-04-17 DOI: 10.1177/10451595211004767

Mette Wichmand, Ditte Kolbaek

{"title":"Collective Memory Work: A Method for Turning Adult Learners’ Work-Life Experiences Into a Rich Collective Knowledge Resource in Higher Education","authors":"Mette Wichmand, Ditte Kolbaek","doi":"10.1177/10451595211004767","DOIUrl":"https://doi.org/10.1177/10451595211004767","url":null,"abstract":"The aim of this article is to examine collective memory work (CMW) as a method for turning the work-life experiences of adult learners in a part-time master’s program into a collective knowledge resource, thereby strengthening the interplay between theory and practice in the students’ learning processes. CMW is a well-known qualitative research method, but only a limited amount of research has been done on its use in the context of higher education. This article is based on a case study of five CMW workshops executed between 2015 and 2019 as part of the program ‘Master’s in ICT and Learning’ provided by four collaborating Danish universities. The data consist of an educational design, in-class observations, and 103 memories written by students. This study shows how CMW enables students to share and analyze their work-life experiences as a relevant and rich collective knowledge resource, which allows them to discover shared structures between their work-life experiences and strengthen the interplay between theory and practice in their learning. The conclusion is that even though CMW is not designed to be used in an educational setting, the method can be applied with great results to turn students’ work-life experiences into a collective knowledge resource.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74136974","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}

引用次数: 0

Culture: The Link to Learning Transfer 文化:与学习迁移的联系

IF 1.3

Adult Learning Pub Date : 2021-04-15 DOI: 10.1177/10451595211007926

Corinne Brion

{"title":"Culture: The Link to Learning Transfer","authors":"Corinne Brion","doi":"10.1177/10451595211007926","DOIUrl":"https://doi.org/10.1177/10451595211007926","url":null,"abstract":"Organizations worldwide spend large amounts of money and resources on developing their employees, yet the money invested in professional learning (PL) yields low to moderate results at best. Because culture is a predominant force in people’s life, multinational corporations and other institutions should take culture into account at every stage of the PL process or they will not obtain the desired return on their investments. Despite the numerous studies on learning transfer, practitioners continue to experience challenges when it comes to altering their practices and generate better outcomes. Scholars have not yet fully taken into consideration culture when developing learning transfer models. Although some learning transfer models address transfer climate as an enhancer or a hindrance to learning transfer, none have considered the overall influence of culture on the transfer phenomenon. This article proposes a culturally grounded multidimensional model of learning transfer (MMLT). The MMLT is designed to assist practitioners and PL organizers before, during, and after the PL event. This innovative model aims at enhancing the implementation of new knowledge, skills, or behaviors in the workplace. The MMLT is based on qualitative data collected and analyzed over 6 years in educational institutions in five African nations. The model is relevant to any organizations across sectors whose aspirations are to maximize learning transfer and obtain a return on their investments that would in turn positively affect organizations’ outcomes.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84721034","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}

引用次数: 14

Aristotle: Mentor for the Soul 亚里士多德:灵魂导师

IF 1.3

Adult Learning Pub Date : 2021-03-26 DOI: 10.1177/1045159521997589

J. Shaw

引用次数: 0

A Blueprint of Leadership Development for Female Marriage Migrants: A Pilot Exploration in Taiwan 外来婚姻女性领导力发展蓝图:台湾地区的试点探索

IF 1.3

Adult Learning Pub Date : 2021-03-18 DOI: 10.1177/1045159520981164

Pi-Chi Han

{"title":"A Blueprint of Leadership Development for Female Marriage Migrants: A Pilot Exploration in Taiwan","authors":"Pi-Chi Han","doi":"10.1177/1045159520981164","DOIUrl":"https://doi.org/10.1177/1045159520981164","url":null,"abstract":"In 2020, more than 560,617 female marriage migrants (FMMs) live in Taiwan. For over three decades, they have been victims of social, gender, and cultural discrimination and have been considered as an inferior group of “desirable others” from “undeveloped countries.” Until today, literature about FMMs has focused on the problems and challenges they encountered, whereas there is no literature on their leadership development (LD) in Taiwan. By exploring 10 FMM leaders and their LD, this study charts their journey to success. The research has the following aims: (a) to explore life experiences as a pathway to LD, (b) to find an LD blueprint for FMMs, and (c) to bridge the literature gap for FMMs’ LD and provide implications to adult learning (AL) and human resources development (HRD) practitioners in planning and conducting training programs for FMMs’ LD. The theory of transformative learning (TTL) was applied as a theoretical framework whereas the qualitative research design was utilized as the methodology to explore 10 FMM leaders in Taiwan. The LD blueprint was built with seven themes derived from individual interviews and three themes from the focus group discussion. Resilience was found as the salient marker of building a successful mental model in FMMs’ LD. Implications are provided.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78342367","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}

引用次数: 1

Career Development of Young Adult North Korean Defectors in South Korea 韩国青年脱北者的职业发展

IF 1.3

Adult Learning Pub Date : 2021-02-01 DOI: 10.1177/1045159520973769

Hyewon Park

引用次数: 1

Adult Immigrant Journeys: Occupational Downgrading and Continuously Evolving Selves 成人移民之旅:职业降级与自我持续演化

IF 1.3

Adult Learning Pub Date : 2021-02-01 DOI: 10.1177/1045159520952562

Jan Adversario

{"title":"Adult Immigrant Journeys: Occupational Downgrading and Continuously Evolving Selves","authors":"Jan Adversario","doi":"10.1177/1045159520952562","DOIUrl":"https://doi.org/10.1177/1045159520952562","url":null,"abstract":"This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85159841","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}

引用次数: 4

Migrants and the Labor Market: The Role and Tasks of Adult Education 移民与劳动力市场:成人教育的角色与任务

IF 1.3

Adult Learning Pub Date : 2021-02-01 DOI: 10.1177/1045159520977713

Tetyana Kloubert, Chad Hoggan

引用次数: 2

The Challenges of Immigration and Implications for Adult Education Practice 移民的挑战及其对成人教育实践的影响

IF 1.3

Adult Learning Pub Date : 2021-02-01 DOI: 10.1177/1045159520985085

Lilian H. Hill, Davin J. Carr-Chellman, Carol Rogers-Shaw

引用次数: 1

Narrating the Immigrant Experience: Three Adult Educators’ Perspectives 叙述移民经历:三个成人教育工作者的视角

IF 1.3

Adult Learning Pub Date : 2021-02-01 DOI: 10.1177/1045159520977708

Edith Gnanadass, Kayon Murray-Johnson, María Alicia Vetter

{"title":"Narrating the Immigrant Experience: Three Adult Educators’ Perspectives","authors":"Edith Gnanadass, Kayon Murray-Johnson, María Alicia Vetter","doi":"10.1177/1045159520977708","DOIUrl":"https://doi.org/10.1177/1045159520977708","url":null,"abstract":"In this collaborative autoethnography, three immigrant adult education scholars examine diverse ways in which their experiences with racialization as immigrants in the United States have informed their scholarship and practice. The three authors originate from different parts of the world and use different theoretical frameworks—critical literary studies; critical theory; and postcolonial and Critical Race Theory, respectively—to complicate the immigrant Self and story. They argue that the use of autoethnography in adult education has the potential to illuminate issues of class, race, gender, and nationality to disrupt the typical immigrant narrative and allow for the advent of new immigrant stories and Subjects. Each narrative is unique; however, they do share the following commonalities: Critique of the postcolonial condition and the colonization of the Subject and culture; complicating the Black–White binary paradigm of race; centering anti-racist praxis; and suggestions for decolonizing the Self and adult education. The authors engage in this anti-racist work in solidarity with the Black Lives Matter movement, in an effort to dismantle systemic inequities and give voice to the subaltern. Patterns arising from their examination of these issues reveal new questions adult educators could consider as we teach, learn with, and from immigrant adult learners, whose cultural-historical contexts remain multi-layered and complex, rather than linear.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91018406","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}

引用次数: 0