Journal of Adult and Continuing Education最新文献_第7页

What makes adults choose to learn: Factors that stimulate or prevent adults from learning 是什么让成年人选择学习：刺激或阻止成年人学习的因素

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-04-11 DOI: 10.1177/14779714231169684

{"title":"What makes adults choose to learn: Factors that stimulate or prevent adults from learning","authors":"","doi":"10.1177/14779714231169684","DOIUrl":"https://doi.org/10.1177/14779714231169684","url":null,"abstract":"Adult learning policies need to be based on an understanding of the inequalities in the uptake and benefits of learning and why adults might not participate. This needs to go beyond a mere insight in barriers that, once removed, do no longer provide a reason for adults not to participate. This article aims to delph deeper in understanding what makes adults choose to learn. It starts by applying a capability approach perspective to adult learning to evaluate whether adults have freedom to value learning and, whether they can effectively turn this freedom into learning. This conceptual framing puts certain concepts in the spotlight, namely, ‘agency’, ‘conversion factors’ and ‘benefits of learning’, which were further explored through a narrative literature review analysing 109 articles. This resulted in an exploration of these concepts and their interplay feeding into a conceptual model, opening new perspectives for evaluating whether adults have equal opportunities to value adult learning and turn their willingness into actual learning. This model supports future empirical studies aimed to understand participation and non-participation of adults in learning that can in turn feed policy makers with better insights and tools to develop interventions actually provide the right encouragements for adults to learn.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43320964","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

Development and validation of an instrument to measure Chinese post-secondary and part-time students’ motivation to learn accounting in Hong Kong 开发及验证一套测量中国大专及兼职学生在香港学习会计的动机的工具

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-04-11 DOI: 10.1177/14779714231169687

{"title":"Development and validation of an instrument to measure Chinese post-secondary and part-time students’ motivation to learn accounting in Hong Kong","authors":"","doi":"10.1177/14779714231169687","DOIUrl":"https://doi.org/10.1177/14779714231169687","url":null,"abstract":"In the current research, we developed and validated a questionnaire to measure Chinese working adults’ motivation to study accounting on a path of lifelong learning in Hong Kong, China. We conducted individual in-depth interviews with adult learners ( n = 30) and professionals ( n = 12) in study 1 and study 2. Qualitative analysis showed six specific common themes for Chinese working adults’ motivation to learn accounting. Based on these results and the research literature, we developed a list of 31 provisional items for the questionnaire. In Study 3, we administered the provisional questionnaire to students ( N = 426) from sub-degree, undergraduate, and graduate programs. These data were analyzed using quantitative analysis. Exploratory factor analysis showed a six-dimensional structure. Removal of redundant items resulted in a 17-item questionnaire. Confirmatory factor analysis provided evidence of the reliability and validity of this measure, which assesses six domains of adult learners’ motivations for pursuing continuing education in accounting: development of knowledge and skills; family cohesion; reinforcement of social networking and communication; career development; enrichment of life; and self-development. This measure in the Chinese cultural context can be used for research purposes and for assessing students’ motivation in accounting programs in Hong Kong.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45972411","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

Editorial – Professional Development and much more 编辑-专业发展等等

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-03-02 DOI: 10.1177/14779714231163670

M. Osborne

引用次数: 0

Individual Benefits of Continuing Higher Education. The Case of a Swiss Business School 继续高等教育的个人利益。瑞士商学院案例

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-02-28 DOI: 10.1177/14779714231160707

Sheron Baumann, Imke Keimer

{"title":"Individual Benefits of Continuing Higher Education. The Case of a Swiss Business School","authors":"Sheron Baumann, Imke Keimer","doi":"10.1177/14779714231160707","DOIUrl":"https://doi.org/10.1177/14779714231160707","url":null,"abstract":"This contribution examines individual benefits of continuing higher education courses provided by a business school. Lifelong learning is important when it comes to keeping up with changing professional requirements and conditions. Adult education and training courses in the form of continuing higher education offer an organized and systematic possibility to further develop oneself. However, empirical evidence on the benefits to graduates is sparse. This article aims to expand the state of knowledge through a Swiss case. Using univariate and multivariate analyses of survey data ( n = 1615), benefits contributing to the satisfaction with practice oriented, non-formal education for working professionals are examined. The analyses focus on satisfaction with one of three types of continuing education programs as a measure for the overall benefit to the graduates. The findings provide important indications for the design of continuing education programs in the context of professional higher education. They reveal that subjectively, monetary benefits as well as increases in personal competence are secondary to the overall benefit accrued through the completion of courses. Instead, career development and the enhancement of specific professional competence significantly contribute to the satisfaction of professionals completing continuing higher education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48566741","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

Digital Humanism, Progressive Neoliberalism and the European Digital Governance System for Vocational and Adult Education 数字人文主义、进步新自由主义与欧洲职业与成人教育数字治理体系

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-02-28 DOI: 10.1177/14779714231161449

Alexander Schmoelz

引用次数: 1

Development and implementation of a training package to improve the confidence, skills and knowledge of multi-disciplinary clinicians in the use of telepractice for outpatient services 制定和实施一揽子培训计划，以提高多学科临床医生在门诊远程实践方面的信心、技能和知识

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-02-25 DOI: 10.1177/14779714221130376

D. Morton, Sarah Fulton, Michael Harris, Rachel Domalewski, Naomi Scolari, Laurelie R. Wishart, Elizabeth C. Ward, Kelly Hale

{"title":"Development and implementation of a training package to improve the confidence, skills and knowledge of multi-disciplinary clinicians in the use of telepractice for outpatient services","authors":"D. Morton, Sarah Fulton, Michael Harris, Rachel Domalewski, Naomi Scolari, Laurelie R. Wishart, Elizabeth C. Ward, Kelly Hale","doi":"10.1177/14779714221130376","DOIUrl":"https://doi.org/10.1177/14779714221130376","url":null,"abstract":"Introduction: Telepractice is recognised as an effective and efficient medium of service delivery; however, despite this evidence, implementation has been inconsistent. Clinician confidence and perceptions are integral factors to the successful implementation of telepractice in routine care. This study aimed to develop, implement and evaluate a telepractice training package for clinicians in a single hospital service. Methods: Forty-one clinicians from Speech Pathology, Physiotherapy and Chronic Disease departments participated in a training package with a specific focus on staff skills training, access to resources and embedding telepractice models of care into organisational culture. Questionnaires were used to evaluate clinician self-reported skills and confidence at baseline, post-training and 6-months post-training. Thematic analysis of open-ended questions was used to glean a deeper understanding of perceived barriers and facilitators to using telepractice. Results: Participants’ perceived knowledge and confidence significantly increased from baseline to immediately post-training ( p < .001) and increased further to 6-months post-training ( p < .001). Thematic analysis revealed three main enabling themes: (a) perceived benefits to patient care; (b) training and practice; and (c) resources and support; and four main barriers: (a) staff knowledge and training; (b) staff confidence; (c) client factors; and (d) infrastructure and resources. Conclusion: The telepractice training package improved staff skills and confidence which was sustained over time. Facilitating the uptake of telepractice is multidimensional and it is integral to address all relevant factors to ensure its success.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45931069","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

An examination of the opinions of teachers working in public education centers on adult literacy programs in the context of functional literacy 对公共教育教师在功能素养背景下的成人扫盲计划的意见进行了调查

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-02-17 DOI: 10.1177/14779714231156746

Mesut Demirbilek, Sıtar Keser

引用次数: 0

The role of locus of control in mediating the relationship between nontraditional factors and academic entitlement 控制点在非传统因素与学术权利关系中的中介作用

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-02-12 DOI: 10.1177/14779714231157248

Travis S. Crone, Stephanie J. Babb

引用次数: 0

Evaluating the impact of lifelong education on older adults: A case study from Hong Kong 评估终身教育对长者的影响:以香港为例

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-02-11 DOI: 10.1177/14779714231156747

Vincent TS Law, Hilary HL Yee, Tommy K.Y. Ng, B. Fong

{"title":"Evaluating the impact of lifelong education on older adults: A case study from Hong Kong","authors":"Vincent TS Law, Hilary HL Yee, Tommy K.Y. Ng, B. Fong","doi":"10.1177/14779714231156747","DOIUrl":"https://doi.org/10.1177/14779714231156747","url":null,"abstract":"In light of its low fertility rate and long life span, Hong Kong is facing the challenge of a rapidly ageing population. To foster successful ageing, learning throughout life regardless of age is promoted as lifelong learning. A total of 20 older adults who are studying the Diploma in Active Ageing at the School of Professional Education and Executive Development of The Hong Kong Polytechnic University participated in a questionnaire survey while 16 older adult students participated in individual in-depth interviews in the present study. The results show that those who have received both informal and formal learning opportunities experienced positive changes to their physical, psychological and social health. The participants reported that the current lifelong learning policy provides insufficient financial support and insufficient promotion of formal education for older adults. For older adults to pursue further education, there is a need to provide more generous subsidies and relax age eligibility restrictions. To sustain lifelong learning, both informal and formal education for older adults should be promoted equally in order to meet the diverse interests and ability of older learners.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45421613","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

Cultivating responsible citizenship in a non-traditional degree program through a service-inclusive pedagogy 通过服务包容性教学法在非传统学位课程中培养负责任的公民意识

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2023-01-23 DOI: 10.1177/14779714231153815

Kara A. Fulton, Audon Archibald, Cassie Hudson, J. Rogers, Scott Peecksen, T. Heap

引用次数: 0