Pub Date : 2023-08-01DOI: 10.1177/10451595231182445
Andrew Moss
For over a century, community colleges have represented a crucial component of the American higher education system. In The Community’s College: The Pursuit of Democracy, Economic Development, and Success, Robert Pura and Tara Parker seek to refute any historically reductive conceptualizations of community colleges by providing an anecdotally driven rebranding of their subject as a consequential resource on numerous contemporaneous fronts. Pura, a former community college president, and Parker, a university educator and researcher, posit community colleges as fundamentally structured to aid against the throes of modern economic instability. The authors also envision community colleges as critical touchpoints for civic engagement and as the bastions of American democracy. Pura and Parker promptly outline their central themes in the book’s introductory section: community colleges are expected to engage a broad population of students with various vocational intentions, and yet these institutions remain comparatively underfunded and are unable to increase revenue through the mechanisms employed by four-year universities. Despite the challenges presented to these institutions, the authors assert that community colleges, particularly when fiscally solvent, are inherently positioned to promote educational equity to an even greater degree than their fouryear counterparts. Pura and Parker ultimately conclude that mission-driven leadership from an administrative level can be the catalyst for maximizing the potential of community colleges. The authors frame their narrative structure in each chapter through Pura’s experiential lens and Parker’s corresponding critical reflections. Parker’s sections add a particularly valuable contextualization of current disparities that exist in the higher education continuum. Every chapter concludes with provocative questions which are intended to generate discourse among community college personnel. The first four chapters provide readers with an overview of the philosophical framework and operational mechanics of community colleges. In these sections, Pura weaves personal anecdotes with seminal works from philosopher John Dewey to frame community colleges as entities that are inextricably linked with an idealized fulfillment of American democracy. Pura’s own leadership philosophy is most evident in Chapter 4, which
{"title":"Book Review: The Community’s College: The Pursuit of Democracy, Economic Development, and Success","authors":"Andrew Moss","doi":"10.1177/10451595231182445","DOIUrl":"https://doi.org/10.1177/10451595231182445","url":null,"abstract":"For over a century, community colleges have represented a crucial component of the American higher education system. In The Community’s College: The Pursuit of Democracy, Economic Development, and Success, Robert Pura and Tara Parker seek to refute any historically reductive conceptualizations of community colleges by providing an anecdotally driven rebranding of their subject as a consequential resource on numerous contemporaneous fronts. Pura, a former community college president, and Parker, a university educator and researcher, posit community colleges as fundamentally structured to aid against the throes of modern economic instability. The authors also envision community colleges as critical touchpoints for civic engagement and as the bastions of American democracy. Pura and Parker promptly outline their central themes in the book’s introductory section: community colleges are expected to engage a broad population of students with various vocational intentions, and yet these institutions remain comparatively underfunded and are unable to increase revenue through the mechanisms employed by four-year universities. Despite the challenges presented to these institutions, the authors assert that community colleges, particularly when fiscally solvent, are inherently positioned to promote educational equity to an even greater degree than their fouryear counterparts. Pura and Parker ultimately conclude that mission-driven leadership from an administrative level can be the catalyst for maximizing the potential of community colleges. The authors frame their narrative structure in each chapter through Pura’s experiential lens and Parker’s corresponding critical reflections. Parker’s sections add a particularly valuable contextualization of current disparities that exist in the higher education continuum. Every chapter concludes with provocative questions which are intended to generate discourse among community college personnel. The first four chapters provide readers with an overview of the philosophical framework and operational mechanics of community colleges. In these sections, Pura weaves personal anecdotes with seminal works from philosopher John Dewey to frame community colleges as entities that are inextricably linked with an idealized fulfillment of American democracy. Pura’s own leadership philosophy is most evident in Chapter 4, which","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052922","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}
Pub Date : 2023-08-01DOI: 10.1177/10451595231161345
Linnea M Haren Conely, Leslie A Cordie
Using structural regression analyses, data from the U.S. 2017 Program on International Assessment of Adult Competencies (PIAAC) background survey were examined to test the effect of informal learning (observed through everyday activities, such as reading the newspaper or using the Internet to find information about issues) on civic engagement (observed through volunteerism, political self-efficacy, and social trust). Results showed a positive relationship between informal learning and civic engagement with ICT-related activities having the strongest effect. This effect was mediated by presence of a lifelong learning mindset (LLM) observed through traits related to learning motivation and persistence. Although a majority of respondents indicated agreement with LLM attitudes and behaviors, they also reported low frequencies of volunteerism and less agreement with political self-efficacy and social trust statements. The need for governments to provide meaningful opportunities for citizens to contribute their knowledge to the community, thus enabling a learning democracy, is discussed in light of these findings.
{"title":"The Learning Democracy: The Relationship Between Adult Informal Learning, Lifelong Learning Mindset, and Civic Engagement","authors":"Linnea M Haren Conely, Leslie A Cordie","doi":"10.1177/10451595231161345","DOIUrl":"https://doi.org/10.1177/10451595231161345","url":null,"abstract":"Using structural regression analyses, data from the U.S. 2017 Program on International Assessment of Adult Competencies (PIAAC) background survey were examined to test the effect of informal learning (observed through everyday activities, such as reading the newspaper or using the Internet to find information about issues) on civic engagement (observed through volunteerism, political self-efficacy, and social trust). Results showed a positive relationship between informal learning and civic engagement with ICT-related activities having the strongest effect. This effect was mediated by presence of a lifelong learning mindset (LLM) observed through traits related to learning motivation and persistence. Although a majority of respondents indicated agreement with LLM attitudes and behaviors, they also reported low frequencies of volunteerism and less agreement with political self-efficacy and social trust statements. The need for governments to provide meaningful opportunities for citizens to contribute their knowledge to the community, thus enabling a learning democracy, is discussed in light of these findings.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052928","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}
Pub Date : 2023-08-01DOI: 10.1177/10451595231153133
Jill Zarestky, Lauren Vilen
Many key concerns require engagement with science, technology, engineering and mathematics (STEM) knowledge. Consider the complexity and nuance of climate change, energy policy, health and medicine, and data security. Informed voting or decision-making on such issues is no easy task; effective participation in our society requires considerable STEM capabilities. Education of all age groups is essential for a scientifically knowledgeable population involved in making democratic decisions about the future. Lindeman argued for adult education learning processes hand-in-hand with democratic processes, yet, once adults leave formal education, there are woefully few opportunities for the general public to learn or engage with STEM content. Adult education as a field has an important obligation to continue to support adults’ STEM learning. This obligation includes helping scientists and STEM educators better connect to adult learners in informal and nonformal settings. This paper explores adult STEM education for democratic participation. We begin with an overview of adult STEM education, followed by STEM knowledge and skills, with a focus on the utility and value of scientific processes and ways of thinking. We then continue with the function of STEM learning in democratic processes followed by frameworks of adult STEM, specifically scientific literacy and place-based education, and conclude with implications and recommendations for adult education practice.
{"title":"Adult STEM Education for Democratic Participation","authors":"Jill Zarestky, Lauren Vilen","doi":"10.1177/10451595231153133","DOIUrl":"https://doi.org/10.1177/10451595231153133","url":null,"abstract":"Many key concerns require engagement with science, technology, engineering and mathematics (STEM) knowledge. Consider the complexity and nuance of climate change, energy policy, health and medicine, and data security. Informed voting or decision-making on such issues is no easy task; effective participation in our society requires considerable STEM capabilities. Education of all age groups is essential for a scientifically knowledgeable population involved in making democratic decisions about the future. Lindeman argued for adult education learning processes hand-in-hand with democratic processes, yet, once adults leave formal education, there are woefully few opportunities for the general public to learn or engage with STEM content. Adult education as a field has an important obligation to continue to support adults’ STEM learning. This obligation includes helping scientists and STEM educators better connect to adult learners in informal and nonformal settings. This paper explores adult STEM education for democratic participation. We begin with an overview of adult STEM education, followed by STEM knowledge and skills, with a focus on the utility and value of scientific processes and ways of thinking. We then continue with the function of STEM learning in democratic processes followed by frameworks of adult STEM, specifically scientific literacy and place-based education, and conclude with implications and recommendations for adult education practice.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053251","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}
Pub Date : 2023-07-27DOI: 10.1177/10451595231187835
S. Jarvis
The purpose of the article is to address of the decline of democracy in adult education that was identified in the 2021 UNESCO report. Embedding an Indigenous perspective into the adult education curriculum is suggested for a reconstruction of democracy. The Métis perspective aligns with Western intrinsic motivational philosophy as well as traditional and new adult educational approaches, but it goes beyond these by a communal non-anthropocentric governance: otipemisiwak (selves-governing), wâhkôhtowin (all related), and manito (good vibe) (OWM). I will also introduce ways this perspective has been applied into the curriculum.
{"title":"A Métis Approach for Beyond Democracy: Otipemisiwak (Selves-Governing), Wâhkôhtowin (all Related), and Manito (Good Vibe) (OWM)","authors":"S. Jarvis","doi":"10.1177/10451595231187835","DOIUrl":"https://doi.org/10.1177/10451595231187835","url":null,"abstract":"The purpose of the article is to address of the decline of democracy in adult education that was identified in the 2021 UNESCO report. Embedding an Indigenous perspective into the adult education curriculum is suggested for a reconstruction of democracy. The Métis perspective aligns with Western intrinsic motivational philosophy as well as traditional and new adult educational approaches, but it goes beyond these by a communal non-anthropocentric governance: otipemisiwak (selves-governing), wâhkôhtowin (all related), and manito (good vibe) (OWM). I will also introduce ways this perspective has been applied into the curriculum.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89609024","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}
Pub Date : 2023-06-20DOI: 10.1177/10451595231184928
Xi Lin
This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners’ ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning.
{"title":"Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners","authors":"Xi Lin","doi":"10.1177/10451595231184928","DOIUrl":"https://doi.org/10.1177/10451595231184928","url":null,"abstract":"This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners’ ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86367982","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}
Pub Date : 2023-06-09DOI: 10.1177/10451595231182447
A. Anderson, Justina Or
Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants’ intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.
{"title":"Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning","authors":"A. Anderson, Justina Or","doi":"10.1177/10451595231182447","DOIUrl":"https://doi.org/10.1177/10451595231182447","url":null,"abstract":"Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants’ intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88574217","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}
Pub Date : 2023-06-07DOI: 10.1177/10451595231178298
Junghwan Kim, Miranda A. Livingston, Bora Jin, Miriam Watts, Jihee Hwang
This review study aims to understand the concept of adults’ digital health literacy (DHL), a recently emerging significant concept but still confused. For this, we seek to find the core competencies of digital health literacy by comparing those of existing relevant literacy concepts (i.e., health literacy and digital literacy). We identified seven core competencies of DHL across analytical, context-specific, and socioecological aspects: (a) traditional literacy, (b) information literacy, (c) media literacy, (d) health-related literacy, (e) technology literacy, (f) scientific literacy, and (g) socioecological nature. We also found the shared core aspects among DHL and digital and health literacies. The findings of this study contributed not only to grasping the concept of digital health literacy better but also to providing a fundamental basis for programs to enhance the DHL of adults. This article concludes with discussions about the findings and practical and academic implications.
{"title":"Fundamentals of Digital Health Literacy: A Scoping Review of Identifying Core Competencies to Use in Practice","authors":"Junghwan Kim, Miranda A. Livingston, Bora Jin, Miriam Watts, Jihee Hwang","doi":"10.1177/10451595231178298","DOIUrl":"https://doi.org/10.1177/10451595231178298","url":null,"abstract":"This review study aims to understand the concept of adults’ digital health literacy (DHL), a recently emerging significant concept but still confused. For this, we seek to find the core competencies of digital health literacy by comparing those of existing relevant literacy concepts (i.e., health literacy and digital literacy). We identified seven core competencies of DHL across analytical, context-specific, and socioecological aspects: (a) traditional literacy, (b) information literacy, (c) media literacy, (d) health-related literacy, (e) technology literacy, (f) scientific literacy, and (g) socioecological nature. We also found the shared core aspects among DHL and digital and health literacies. The findings of this study contributed not only to grasping the concept of digital health literacy better but also to providing a fundamental basis for programs to enhance the DHL of adults. This article concludes with discussions about the findings and practical and academic implications.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88837937","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}
Pub Date : 2023-05-23DOI: 10.1177/10451595231178279
Justina Or, Elizabeth Golba
Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students’ tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed.
{"title":"A Correlational Study on Reflective Capacity and Ethical Engagement in Adult Learners of Health Professions","authors":"Justina Or, Elizabeth Golba","doi":"10.1177/10451595231178279","DOIUrl":"https://doi.org/10.1177/10451595231178279","url":null,"abstract":"Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students’ tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83072514","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}
Pub Date : 2023-03-15DOI: 10.1177/10451595231161346
Gina Sarabella
{"title":"Book Review: on Teaching and Learning About Family Literacy and Family Literacy Programs","authors":"Gina Sarabella","doi":"10.1177/10451595231161346","DOIUrl":"https://doi.org/10.1177/10451595231161346","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73498699","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}
Pub Date : 2023-02-28DOI: 10.1177/10451595231159430
Lilian H. Hill, Carol Rogers-Shaw, Davin J. Carr-Chellman
Manuscript submissions that are not adequately defined as adult education are a dilemma we, as the coeditors of Adult Learning, frequently confront. Many lack sufficient references to contemporary adult education literature. Instead, some manuscripts we receive are situated in higher education with insufficient attention paid to how the participants are “adults.” Sometimes, authors arguewith us whenwe suggest the addition of more careful description of adult participants and the inclusion of more adult education literature. Adult and higher education are distinct but related disciplineswith established disciplinary boundaries that serve to maintain disciplinary uniqueness, values, and epistemologies, and provide professional identity and disciplinary cohesion (Starr-Glass, 2019). The purpose of this editorial is to investigate the disciplinary boundaries of adult education and higher education, explore the concept of interdisciplinarity, and provide guidance to authors who might be considering submitting to Adult Learning.
{"title":"But, is it Adult Education? Disciplinary Boundaries of Adult Education and Higher Education","authors":"Lilian H. Hill, Carol Rogers-Shaw, Davin J. Carr-Chellman","doi":"10.1177/10451595231159430","DOIUrl":"https://doi.org/10.1177/10451595231159430","url":null,"abstract":"Manuscript submissions that are not adequately defined as adult education are a dilemma we, as the coeditors of Adult Learning, frequently confront. Many lack sufficient references to contemporary adult education literature. Instead, some manuscripts we receive are situated in higher education with insufficient attention paid to how the participants are “adults.” Sometimes, authors arguewith us whenwe suggest the addition of more careful description of adult participants and the inclusion of more adult education literature. Adult and higher education are distinct but related disciplineswith established disciplinary boundaries that serve to maintain disciplinary uniqueness, values, and epistemologies, and provide professional identity and disciplinary cohesion (Starr-Glass, 2019). The purpose of this editorial is to investigate the disciplinary boundaries of adult education and higher education, explore the concept of interdisciplinarity, and provide guidance to authors who might be considering submitting to Adult Learning.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79982004","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}
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