{"title":"The value of informal learning within work-based learning: The economic benefits of WBL","authors":"Jay Plasman PhD, Caleb Thompson MA","doi":"10.1111/ijtd.12299","DOIUrl":"10.1111/ijtd.12299","url":null,"abstract":"<p>Recent updates to federal policy governing career and technical education (CTE) in the United States have emphasised the need to include work-based learning (WBL) experiences as central components of CTE programming. Many of these experiences showcase an informal learning component which has strong ties to early career success as suggested by the Human Capital Theory. This study explores the following questions: What is the relationship between WBL and early career income? Are there differential relationships based on the type of WBL experience? The Education Longitudinal Study of 2002 (ELS) includes nationally representative data for student participation in WBL and early career income. We used school-fixed effects and propensity score matching techniques to respond to our questions regarding the potential relationship between WBL participation and early career income. We found that students who participated in at least one WBL experience in high school could expect to have an average 7% higher income compared to non-WBL participants. With respect to specific WBL experiences, job shadowing, community service, and mentoring had the largest positive relationship to higher early career income. Findings from this study indicate that participation in WBL experiences can have a positive impact on a high school graduate's college and career readiness as measured through early career income. Given the differential relationships observed for different types of WBL, schools, policymakers, and students should explore WBL options that best align with their personal goals.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"27 3-4","pages":"305-326"},"PeriodicalIF":1.8,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48465876","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}
Stephen W. Kalule, Haroon Sseguya, Gabriel Karubanga, Duncan Ongeng
{"title":"Motivational pathways for farmer learning behaviour in the student-to-farmer university outreach","authors":"Stephen W. Kalule, Haroon Sseguya, Gabriel Karubanga, Duncan Ongeng","doi":"10.1111/ijtd.12298","DOIUrl":"10.1111/ijtd.12298","url":null,"abstract":"<p>In recent times, calls for practical training of agricultural extension workers, who exhibit the right mix of competences for responsiveness to farmer learning needs, have intensified. This comes at the time when there is an increasingly growing desire for more community-engaged African universities, and as such, making the integration of agricultural students into community outreach services a necessity. However, empirical evidence on whether student-led outreach and training models adequately respond to the psychological learning needs of host farmers and subsequent motivation of these farmers for learning is lacking. This study uses a structural equation modelling technique on a sample of 283 farmers who had previously participated in the student-to-farmer outreach of Gulu University. Results reveal that satisfying farmer learning needs influences intrinsic motivation, formation of learning intentions and farmer learning behaviour. Intrinsic motivation mediates the relationship between satisfying farmer learning needs and the outcome learning behaviour. We conclude that satisfying farmer learning needs is a strong initiator of motivational pathways for farmer learning behaviour in the student-to-farmer university outreach. We call for more public financing of university outreach programmes so as to enable not only training for churning out graduates with the right competences of responsiveness to community needs but also fostering creative innovations involving both universities and communities.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"27 2","pages":"263-280"},"PeriodicalIF":1.8,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41823195","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}
Bastian de Jong, Joost Jansen in de Wal, Frank Cornelissen, Rikkert van der Lans, Thea Peetsma
{"title":"How to predict transfer of training? Investigating the application of the unified model of task-specific motivation","authors":"Bastian de Jong, Joost Jansen in de Wal, Frank Cornelissen, Rikkert van der Lans, Thea Peetsma","doi":"10.1111/ijtd.12297","DOIUrl":"10.1111/ijtd.12297","url":null,"abstract":"<p>Transfer motivation is an important factor influencing transfer of training. However, earlier research often did not investigate transfer motivation as a multidimensional construct. The unified model of task-specific motivation (UMTM) takes into account that (transfer) motivation is multidimensional by including both affective and cognitive motivational components and their antecedents. Prior research has provided evidence that the UMTM can predict self-reported transfer of training, but is unclear whether it also can predict transfer reported by expert external raters. Moreover, it is unclear whether controlling for prior knowledge matters for the relationship between transfer motivation and transfer of training. This study improves on existing research by accounting for both of these gaps in the literature. Data were collected among 299 participants who filled in a questionnaire about the UMTM components directly after attending a writing training. They also handed in written documents before, and 6 weeks after the training, which were rated on transfer by trainers. Outcomes showed that components of the UMTM positively predict externally reported transfer when prior knowledge was controlled for. The outcomes imply that the UMTM has predictive value for transfer of training and points out which factors influence whether transfer does or does not occur.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"27 2","pages":"242-262"},"PeriodicalIF":1.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42521346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Training design enhancement through training evaluation: Effects on training transfer","authors":"Elham Arabi PhD, Tiberio Garza PhD","doi":"10.1111/ijtd.12295","DOIUrl":"https://doi.org/10.1111/ijtd.12295","url":null,"abstract":"<p>This research investigates the linkage between training evaluation, learning design and training transfer. A new training evaluation model, (i.e., learning-transfer evaluation model [LTEM]), was used to examine its ability to provide evaluative evidence through robust assessments in pre-, post- and delayed assessments. The model was used to improve the training design of a nursing training programme and to nudge the stakeholders to change their training practices. A mixed-methods research approach, called convergent parallel, was employed to study the influence of the LTEM model in training design improvement by assessing the perceptions of nurse trainees, trainers and a nurse educator towards the instructional design of the training programme. A quantitative approach was used to examine the extent to which the improved programme using an iterative design cycle would result in improved performance among four groups (i.e., one baseline and three treatment groups). The integrated data showed that the LTEM model influenced the stakeholders to focus more on skills practice. With this shift of mindset, the training design was enhanced based on the principles of learning design, cognitive science and multimedia principles. Results of the pre-, post- and delayed posttests showed higher mean scores in the three treatment groups compared to the baseline group. For the measure of transfer, while the treatment groups scored higher, there was no statistically significant difference among all four groups. This could be attributed to nurses’ varied levels of experience, negative transfer and the use of different evaluation matrices in the study and by the hospital.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"27 2","pages":"191-219"},"PeriodicalIF":1.8,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50145715","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":"Training design enhancement through training evaluation: Effects on training transfer","authors":"E. Arabi","doi":"10.34917/22085738","DOIUrl":"https://doi.org/10.34917/22085738","url":null,"abstract":"","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42907331","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":"‘If there is nothing else there is teaching’: Professional identity of preservice teachers in Pakistan","authors":"Ali Nawab, Khan Zada","doi":"10.1111/ijtd.12296","DOIUrl":"10.1111/ijtd.12296","url":null,"abstract":"<p>Coupled with developing required knowledge, skills and attitude, preservice teacher education is said to influence professional identity of a student teacher. This research aimed to understand professional identity development of prospective teachers who recently completed their 4-year preservice teacher education programme in a public university in Pakistan. To achieve the stated purpose, the research used a case study approach and collected data through semistructured interviews from five preservice teachers who recently completed their preservice education. The data suggested that moral purpose in teaching was the most influential factor in teacher identity development in this region. In addition, the status of teachers in the region, teaching practice, workplace relationships and prospective teachers' own agency influence the way they shape and reshape their professional identity. Although unexplored through a systematic research, teacher identity has been a frequently discussed topic in the context of Pakistan. This paper reports the voices of unheard and less recognized individuals (teachers) from a remote region of Pakistan. It brings forth some significant insights such as the moral purpose of teaching that has received limited attention in teacher identity development.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"27 2","pages":"220-241"},"PeriodicalIF":1.8,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46270589","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":"The attractiveness of Indian Polytechnics graduates—An analysis from the (demand-side) perspective of companies and colleges","authors":"Sebastian Schneider MSc","doi":"10.1111/ijtd.12294","DOIUrl":"10.1111/ijtd.12294","url":null,"abstract":"<p>The paper examines the attractiveness of graduates from Indian Polytechnics (PTs). The attractiveness is examined from the perspective of actors who have a demand for the graduates, namely companies and engineering colleges. To understand the reasons for their assessment of attractiveness, this study uses the concept of institutional logics (ILs) to unveil the inherent reasons behind the stakeholders' perception of attractiveness. To understand the stakeholders' ILs, interviews were undertaken in nine companies and 10 colleges in Mumbai and Delhi. The findings make clear that the companies' and colleges' assessments of the attractiveness of PT graduates are very different, reflecting their own ILs. Companies assess the attractiveness as limited due to the lack of employability of PT graduates. In contrast, colleges view graduates far more positively, as the weaknesses described by companies have less of an impact on them.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"27 2","pages":"172-190"},"PeriodicalIF":1.8,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41777460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Methods for strengths use support: A multi-dimensional model","authors":"Makoto Matsuo","doi":"10.1111/ijtd.12293","DOIUrl":"10.1111/ijtd.12293","url":null,"abstract":"<p>This study examines how middle managers support their employees' strengths use via three sequential analyses. In Study 1, an open-ended questionnaire survey of high-performing middle managers at a global manufacturer in Japan (<i>n</i> = 144) was conducted to collect comments on strengths use support (SUS). The grounded theory approach was used to generate four categories of SUS, and a quantitative questionnaire was developed based on the analysis. In Study 2, three dimensions of SUS (understanding employees' strengths and interests, developing strengths through challenging assignments, and supporting the accomplishment) were identified by exploratory factor analyses using the questionnaire survey data of middle managers in Japanese firms (<i>n</i> = 208). Study 3 examined the validity and reliability of the three-dimensional model using confirmatory factor analysis of the questionnaire survey data of middle managers in Japanese firms (<i>n</i> = 209).</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"27 2","pages":"157-171"},"PeriodicalIF":1.8,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277118","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":"Social representation of nonacademic work from the perspective of company gatekeepers in the Mexican tourism sector","authors":"Claudia Hunink, Lydia Raesfeld","doi":"10.1111/ijtd.12291","DOIUrl":"10.1111/ijtd.12291","url":null,"abstract":"<p>Cooperations or transfers of the German technical and vocational education and training (TVET) system have taken place in different cultural contexts in recent decades. In Mexico, the so-called <i>Modelo Méxicano de Formación Dual</i> has been adapted to Mexico's cultural conditions. Yet, it still seems to be largely unknown in society, the education system and the labour market. Attitudes, perceptions or so-called ‘social representations’ are culturally anchored in a society and can be identified in artefacts and individual narratives. Especially social representations of company gatekeepers, such as human resources employees are focused because they regulate access in companies and to higher positions. Although this happens on the basis of organizational transition policies, decision-making processes are shaped by culturally anchored individual perceptions. The target group of company gatekeepers from the tourism sector was interviewed within the framework of a qualitative study during eight semistructured ‘face-to-screen’ interviews, analysed according to grounded theory methodology. Based on social representation analysis, the Mexican labour market seems to be dichotomized. Academic titles have a high symbolic value, promising prestige. TVET options are given little focus, lack a high social esteem and are still largely unknown. Those produce <i>técnicos</i>, while holders of <i>oficos</i> often do on-the-job training within their families. Both depend upon their employers and have to accept unfavourable working conditions. This implies physically demanding, often gender-specific work. Promotions are possible, even without academic degrees. Because of a lack of institutionalization, these are subjective, depending on the goodwill of company gatekeepers. Promotions are possible to a certain extent, so nonacademic workers are facing a glass ceiling.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":"26 4","pages":"629-645"},"PeriodicalIF":1.8,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47181875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Internationalization of vocational education and training—Advances and developments","authors":"O. Zlatkin‐Troitschanskaia, M. Pilz","doi":"10.1111/ijtd.12292","DOIUrl":"https://doi.org/10.1111/ijtd.12292","url":null,"abstract":"","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49610000","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}