Pub Date : 2021-04-18DOI: 10.1080/0158037X.2021.1911984
B. Dean, C. Sykes
ABSTRACT One of the key challenges in work-integrated learning (WIL) courses is how to account for learning that takes place away from campus, where the work space, daily routines and emergent actions within an organisation shape the possibilities for student learning. What do students do on placement to open the possibilities of working and learning in temporary sites of work? Using a practice-based approach, this paper outlines an ethnographic study of learning on placement. The paper draws on Gherardi’s ([2019]. How to Conduct a Practice-Based Study: Problems and Methods. 2nd ed. Cheltnham: Edward Elgar Publishing) work on learning and knowing in practice to demonstrate how students learn to participate in situated practices to accomplish work tasks. It employs a rock-climbing metaphor to illuminate what students do in order to continue on with work when they encounter something surprising, make an error or have a question. The findings suggest student learning relies on the sociomaterial practices that produce and are produced by each unique workplace situation. The paper shows how learning on placement comprises the identification and use of distinct ‘handhold’ activities performed through simultaneous processes of knowing, doing and inventing.
{"title":"A practice-based approach to understanding learning on placement: identifying handholds and knowing how to go on","authors":"B. Dean, C. Sykes","doi":"10.1080/0158037X.2021.1911984","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1911984","url":null,"abstract":"ABSTRACT One of the key challenges in work-integrated learning (WIL) courses is how to account for learning that takes place away from campus, where the work space, daily routines and emergent actions within an organisation shape the possibilities for student learning. What do students do on placement to open the possibilities of working and learning in temporary sites of work? Using a practice-based approach, this paper outlines an ethnographic study of learning on placement. The paper draws on Gherardi’s ([2019]. How to Conduct a Practice-Based Study: Problems and Methods. 2nd ed. Cheltnham: Edward Elgar Publishing) work on learning and knowing in practice to demonstrate how students learn to participate in situated practices to accomplish work tasks. It employs a rock-climbing metaphor to illuminate what students do in order to continue on with work when they encounter something surprising, make an error or have a question. The findings suggest student learning relies on the sociomaterial practices that produce and are produced by each unique workplace situation. The paper shows how learning on placement comprises the identification and use of distinct ‘handhold’ activities performed through simultaneous processes of knowing, doing and inventing.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1911984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46337795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-18DOI: 10.1080/0158037X.2021.1900097
S. Gherardi, Angelo Benozzo
ABSTRACT This paper dwells on the metaphor of shadow organising for exploring what happens in the space of the ‘not-yet data’. It wonders what we do to ‘data’ and what ‘data’ do to us, to our subjectivities as professionals. It deals with elusive knowledges and how professionals construct what counts as ‘data’ and what is discarded as ‘no-data’. Taking a post-qualitative approach, the paper illustrates three instances of not-yet data. The first exemplifies a situation in which data are illegible: the researcher doesn’t know how to read the situation, or the data are invisible. The second focuses on the process of actively ignoring what is known, what is not-yet manufactured as data. The third relates to the agency of the technological infrastructure in which the indeterminacy of the not-yet data is shaped by power dynamics. The aim of the paper is to invite researchers and professionals to stay with the trouble/indeterminacy of data and to ‘slow down’ the quick framing of ‘data’ and the jump to evaluation and critique. Moreover, it argues against the seduction of evidence and it is an invitation to value the idea that things may always be otherwise and that there is space for shadow learning.
{"title":"Shadow organising as dwelling in the space of the ‘not-yet’","authors":"S. Gherardi, Angelo Benozzo","doi":"10.1080/0158037X.2021.1900097","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1900097","url":null,"abstract":"ABSTRACT This paper dwells on the metaphor of shadow organising for exploring what happens in the space of the ‘not-yet data’. It wonders what we do to ‘data’ and what ‘data’ do to us, to our subjectivities as professionals. It deals with elusive knowledges and how professionals construct what counts as ‘data’ and what is discarded as ‘no-data’. Taking a post-qualitative approach, the paper illustrates three instances of not-yet data. The first exemplifies a situation in which data are illegible: the researcher doesn’t know how to read the situation, or the data are invisible. The second focuses on the process of actively ignoring what is known, what is not-yet manufactured as data. The third relates to the agency of the technological infrastructure in which the indeterminacy of the not-yet data is shaped by power dynamics. The aim of the paper is to invite researchers and professionals to stay with the trouble/indeterminacy of data and to ‘slow down’ the quick framing of ‘data’ and the jump to evaluation and critique. Moreover, it argues against the seduction of evidence and it is an invitation to value the idea that things may always be otherwise and that there is space for shadow learning.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1900097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48126630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-25DOI: 10.1080/0158037X.2021.1900096
S. Stewart, E. Stratford, Kitty te Riele
ABSTRACT Initial teacher education is subject to substantial scrutiny and, fuelled by concerns about teacher ‘quality,’ its ‘effectiveness’ is frequently called into question, not least in relation to ideas about ‘classroom readiness.’ Mandated by policymakers, assessed by teacher educators, and struggled with by novice teachers, classroom readiness is experienced and understood in different ways. Our three-year qualitative research project on literacy teaching practice and preparing teachers for such ends in one Australian state confirmed that many novice teachers feel ill-equipped for the task despite best efforts among teacher educators. This article reports on those findings by taking a spatial approach to explore what it means to be ‘classroom-ready’ for teaching literacy. Building on Lefebvre’s [(1991). The Production of Space. Translated by D. Nicholson-Smith. Oxford: Blackwell] trialectical approach to perceived, conceived, and lived space, we consider the multiple perspectives simultaneously at play in shaping understandings and experiences of classroom readiness for teaching literacy. We argue the need to rethink ideas about classroom readiness not as an endpoint achieved on graduation but as a non-linear ongoing process of ‘becoming’ that could foster a generative new ‘thirdspace’ for teacher learning.
{"title":"A trialectical approach to understanding ‘classroom readiness’ for teaching literacy","authors":"S. Stewart, E. Stratford, Kitty te Riele","doi":"10.1080/0158037X.2021.1900096","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1900096","url":null,"abstract":"ABSTRACT Initial teacher education is subject to substantial scrutiny and, fuelled by concerns about teacher ‘quality,’ its ‘effectiveness’ is frequently called into question, not least in relation to ideas about ‘classroom readiness.’ Mandated by policymakers, assessed by teacher educators, and struggled with by novice teachers, classroom readiness is experienced and understood in different ways. Our three-year qualitative research project on literacy teaching practice and preparing teachers for such ends in one Australian state confirmed that many novice teachers feel ill-equipped for the task despite best efforts among teacher educators. This article reports on those findings by taking a spatial approach to explore what it means to be ‘classroom-ready’ for teaching literacy. Building on Lefebvre’s [(1991). The Production of Space. Translated by D. Nicholson-Smith. Oxford: Blackwell] trialectical approach to perceived, conceived, and lived space, we consider the multiple perspectives simultaneously at play in shaping understandings and experiences of classroom readiness for teaching literacy. We argue the need to rethink ideas about classroom readiness not as an endpoint achieved on graduation but as a non-linear ongoing process of ‘becoming’ that could foster a generative new ‘thirdspace’ for teacher learning.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1900096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46752135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-24DOI: 10.1080/0158037X.2021.1900095
J. Maclean
ABSTRACT Sport coaches continue to coach without reference to a conceptualisation of coaching. Indeed, coaching research has been caught in a chasm between process and practice conceptualisations, further widening the application of theory to practice. And coaches are often the protagonists in both of these accounts. Yet, as we will see, this is controversial for several reasons. Inspired by actor-network theory and the theory of the quasi-object (Serres, M. [1980] 2007. The Parasite. Minneapolis: Minnesota University Press), I go to the local, material, mundane sites where coaching is practiced and follow the ball (the 12th player!) in action. Three anecdotes are described: moving from the game towards a field of practice, to be seduced, and or not to be seduced. This article presents an innovative way of observing the coaching process that brings about new insights for how coaching is conceived, understood and practiced. I conclude with some implications of articulating the sociomaterialities for coaching education.
{"title":"Coaching the beautiful game: an actor-network theory study of sport coaching","authors":"J. Maclean","doi":"10.1080/0158037X.2021.1900095","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1900095","url":null,"abstract":"ABSTRACT\u0000 Sport coaches continue to coach without reference to a conceptualisation of coaching. Indeed, coaching research has been caught in a chasm between process and practice conceptualisations, further widening the application of theory to practice. And coaches are often the protagonists in both of these accounts. Yet, as we will see, this is controversial for several reasons. Inspired by actor-network theory and the theory of the quasi-object (Serres, M. [1980] 2007. The Parasite. Minneapolis: Minnesota University Press), I go to the local, material, mundane sites where coaching is practiced and follow the ball (the 12th player!) in action. Three anecdotes are described: moving from the game towards a field of practice, to be seduced, and or not to be seduced. This article presents an innovative way of observing the coaching process that brings about new insights for how coaching is conceived, understood and practiced. I conclude with some implications of articulating the sociomaterialities for coaching education.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1900095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48989889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-21DOI: 10.1080/0158037X.2021.1890569
Yibo Yang, J. MacCallum
ABSTRACT With the trend of student mobility, talented individuals have been pursuing doctoral education opportunities abroad. Prior research addressed specific aspects or challenges of doing a PhD in a cross-cultural context, leaving a need to understand the nature of students’ experiences from a holistic perspective. To address the need, this study develops a framework that conceptualises an international doctoral student’s research, personal, and social worlds as multi-worlds, highlighting transitions across the worlds that make a difference in student experiences. It also structures the continuous, interactive, and situative nature of study abroad as a three-dimensional space to encompass the multi-worlds and transitions across and over time. Illustrated by one international student’s in-depth narrative inquiry, this framework offers both theoretical insights and practical approaches to the comprehensive understanding of PhD abroad experiences.
{"title":"A three-dimensional multi-world framework for examining cross-cultural experiences of international doctoral students","authors":"Yibo Yang, J. MacCallum","doi":"10.1080/0158037X.2021.1890569","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1890569","url":null,"abstract":"ABSTRACT With the trend of student mobility, talented individuals have been pursuing doctoral education opportunities abroad. Prior research addressed specific aspects or challenges of doing a PhD in a cross-cultural context, leaving a need to understand the nature of students’ experiences from a holistic perspective. To address the need, this study develops a framework that conceptualises an international doctoral student’s research, personal, and social worlds as multi-worlds, highlighting transitions across the worlds that make a difference in student experiences. It also structures the continuous, interactive, and situative nature of study abroad as a three-dimensional space to encompass the multi-worlds and transitions across and over time. Illustrated by one international student’s in-depth narrative inquiry, this framework offers both theoretical insights and practical approaches to the comprehensive understanding of PhD abroad experiences.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1890569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43417981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-18DOI: 10.1080/0158037X.2021.1883577
Koula Charitonos, A. Littlejohn
ABSTRACT This article examines tensions that professionals in healthcare settings in low-to-middle income countries (LMICs) face in the evolving field around surveillance of antimicrobial resistance (AMR). Few public health problems are of greater global importance today than AMR, that poses a threat to our ability to treat infections. In this context, the microbiology laboratory occupies a prominent place and the knowledge field of microbiology is expanding. In this study, we interviewed twenty-three (n = 23) professionals with expertise on AMR and public health systems to synthesise knowledge on strengthening AMR surveillance in LMICs. By drawing on a practice approach [Schatzki, T. R. 2001. “Practice Ttheory.” In The Practice Turn in Contemporary Theory (1–14), edited by T. R. Schatzki, K. Knorr-Cetima, and E. von Savigny. New York: Routledge.] combined with socio-cultural and cultural-historical theories (CHAT) [Engeström, Y. 1987. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit] the analysis reveals seven tensions between elements of the systems and discusses how such tensions serve to frame implications for implementing a capacity strengthening programme. The analysis shows that the novelty of the AMR as well as being a multi-disease and multisectoral by nature challenges existing forms of professional practice in healthcare settings. It also suggests that AMR requires to be dealt with through inter-professional and inter-sectoral approaches, while maintaining a focus across the local, national, and global systems, which is essential for initiatives that are set to address challenges to global health.
{"title":"Professional learning in healthcare settings in resource-limited environments: what are the tensions for professionals’ knowing and learning about antimicrobial resistance?","authors":"Koula Charitonos, A. Littlejohn","doi":"10.1080/0158037X.2021.1883577","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1883577","url":null,"abstract":"ABSTRACT This article examines tensions that professionals in healthcare settings in low-to-middle income countries (LMICs) face in the evolving field around surveillance of antimicrobial resistance (AMR). Few public health problems are of greater global importance today than AMR, that poses a threat to our ability to treat infections. In this context, the microbiology laboratory occupies a prominent place and the knowledge field of microbiology is expanding. In this study, we interviewed twenty-three (n = 23) professionals with expertise on AMR and public health systems to synthesise knowledge on strengthening AMR surveillance in LMICs. By drawing on a practice approach [Schatzki, T. R. 2001. “Practice Ttheory.” In The Practice Turn in Contemporary Theory (1–14), edited by T. R. Schatzki, K. Knorr-Cetima, and E. von Savigny. New York: Routledge.] combined with socio-cultural and cultural-historical theories (CHAT) [Engeström, Y. 1987. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit] the analysis reveals seven tensions between elements of the systems and discusses how such tensions serve to frame implications for implementing a capacity strengthening programme. The analysis shows that the novelty of the AMR as well as being a multi-disease and multisectoral by nature challenges existing forms of professional practice in healthcare settings. It also suggests that AMR requires to be dealt with through inter-professional and inter-sectoral approaches, while maintaining a focus across the local, national, and global systems, which is essential for initiatives that are set to address challenges to global health.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1883577","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46326948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-14DOI: 10.1080/0158037X.2021.1879038
Helena Vallo Hult, Katriina Byström
ABSTRACT Digitalisation does not only transform material constructions of workplaces and work but also social constructions for employees’ interaction and learning at work. In this paper, we explore emerging challenges related to the digitalisation of workplaces aiming for an understanding of the changing prerequisites for working and competence. Our findings from a small qualitative exploratory study illustrate the complexity of the development of workplaces, characterised by strong but diffuse relationships between people, technology, and work practices. We argue that in the development of digital workplaces, a sole focus on information systems as new technology, along with training and education of their functionality is insufficient. First, the demand for new competencies in the workplace calls for understanding learning practices in everyday digital work. Second, leading the transition towards a digital workplace requires learning new leadership practices. Thus, an understanding of work rather than systems ought to be central in the future digitalisation of work, in which the systems are one part of development, not the development.
{"title":"Challenges to learning and leading the digital workplace","authors":"Helena Vallo Hult, Katriina Byström","doi":"10.1080/0158037X.2021.1879038","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1879038","url":null,"abstract":"ABSTRACT Digitalisation does not only transform material constructions of workplaces and work but also social constructions for employees’ interaction and learning at work. In this paper, we explore emerging challenges related to the digitalisation of workplaces aiming for an understanding of the changing prerequisites for working and competence. Our findings from a small qualitative exploratory study illustrate the complexity of the development of workplaces, characterised by strong but diffuse relationships between people, technology, and work practices. We argue that in the development of digital workplaces, a sole focus on information systems as new technology, along with training and education of their functionality is insufficient. First, the demand for new competencies in the workplace calls for understanding learning practices in everyday digital work. Second, leading the transition towards a digital workplace requires learning new leadership practices. Thus, an understanding of work rather than systems ought to be central in the future digitalisation of work, in which the systems are one part of development, not the development.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1879038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43993606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-08DOI: 10.1080/0158037X.2021.1874903
Kristina Sollander, Annika Engström
ABSTRACT Learning processes have an impact on both specific problems and provide wider knowledge of different work processes. For this, managerial work has been identified as crucial. Managerial work is ad hoc and full of daily disturbances, and as learning in organisations often occurs unplanned, it is of interest to study learning processes during unplanned managerial work. A theoretical framework with two learning logics, developmental and executional learning were used. These logics are interpreted as an interdependent duality and not only as two equally important entities. The purpose of this study is to understand learning processes during unplanned managerial work in practice, from an ambidextrous perspective. An in-depth qualitative approach was used, where four learning processes were identified and analysed. We identify two ambidextrous learning logics, within complex work processes, based on either the executional or developmental mode, as a complement to existing knowledge on learning in organisations.
{"title":"Unplanned managerial work: an ambidextrous learning potential","authors":"Kristina Sollander, Annika Engström","doi":"10.1080/0158037X.2021.1874903","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1874903","url":null,"abstract":"ABSTRACT Learning processes have an impact on both specific problems and provide wider knowledge of different work processes. For this, managerial work has been identified as crucial. Managerial work is ad hoc and full of daily disturbances, and as learning in organisations often occurs unplanned, it is of interest to study learning processes during unplanned managerial work. A theoretical framework with two learning logics, developmental and executional learning were used. These logics are interpreted as an interdependent duality and not only as two equally important entities. The purpose of this study is to understand learning processes during unplanned managerial work in practice, from an ambidextrous perspective. An in-depth qualitative approach was used, where four learning processes were identified and analysed. We identify two ambidextrous learning logics, within complex work processes, based on either the executional or developmental mode, as a complement to existing knowledge on learning in organisations.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1874903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44720632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-24DOI: 10.1080/0158037X.2020.1865299
Lisse Van Nieuwenhove, Bram De Wever
ABSTRACT The shift to a knowledge society has transformed the way we live and work, which is especially challenging to adults with low education levels. Adult education could be the answer, but low-educated adults participate least in adult education. The present study uses data from the Programme for the International Assessment of Adult Competencies to investigate participation needs and barriers of low-, medium- and high-educated adults across 15 European countries (N = 20,593). Descriptives show that low-educated adults report the lowest need for training to exercise their job and indicate to be the least prevented from taking more training because of experienced barriers. We then analysed which barriers non-participating and participating adults were referring to. While medium- and high-educated non-participants indicate being prevented because of work and family responsibilities, low-educated non-participants chose family responsibilities but mainly and remarkably the option ‘other’ as their most important barrier. Contrary to medium- and high-educated adults, low-educated adults’ most important barrier could not be defined. A possible explanation is that they experience more dispositional barriers (such as bad memories of education or low self-esteem), which were not included in the list. Our results point to the importance of targeting low-educated adults in participation research.
{"title":"Why are low-educated adults underrepresented in adult education? Studying the role of educational background in expressing learning needs and barriers","authors":"Lisse Van Nieuwenhove, Bram De Wever","doi":"10.1080/0158037X.2020.1865299","DOIUrl":"https://doi.org/10.1080/0158037X.2020.1865299","url":null,"abstract":"ABSTRACT The shift to a knowledge society has transformed the way we live and work, which is especially challenging to adults with low education levels. Adult education could be the answer, but low-educated adults participate least in adult education. The present study uses data from the Programme for the International Assessment of Adult Competencies to investigate participation needs and barriers of low-, medium- and high-educated adults across 15 European countries (N = 20,593). Descriptives show that low-educated adults report the lowest need for training to exercise their job and indicate to be the least prevented from taking more training because of experienced barriers. We then analysed which barriers non-participating and participating adults were referring to. While medium- and high-educated non-participants indicate being prevented because of work and family responsibilities, low-educated non-participants chose family responsibilities but mainly and remarkably the option ‘other’ as their most important barrier. Contrary to medium- and high-educated adults, low-educated adults’ most important barrier could not be defined. A possible explanation is that they experience more dispositional barriers (such as bad memories of education or low self-esteem), which were not included in the list. Our results point to the importance of targeting low-educated adults in participation research.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2020.1865299","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-24DOI: 10.1080/0158037X.2021.1874333
Aimee M. Brenner, Suki Goodman, Alison Meadows, Linda R. Cooper
ABSTRACT There has been a movement across South Africa’s education sector to widen access and participation in higher education. Recognition of Prior Learning (RPL) (or Prior Learning Assessment (PLA)) programmes offer an opportunity to do so by providing access to higher education to those who do not necessarily have the prerequisite requirements. Many RPL programmes are still being piloted, and little research has been conducted on the transition of postgraduate RPL students. To better understand RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students’ successful transition into a postgraduate diploma.
{"title":"From prior learning assessment to specialised pedagogy: facilitating student transition through RPL assessment and selection","authors":"Aimee M. Brenner, Suki Goodman, Alison Meadows, Linda R. Cooper","doi":"10.1080/0158037X.2021.1874333","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1874333","url":null,"abstract":"ABSTRACT There has been a movement across South Africa’s education sector to widen access and participation in higher education. Recognition of Prior Learning (RPL) (or Prior Learning Assessment (PLA)) programmes offer an opportunity to do so by providing access to higher education to those who do not necessarily have the prerequisite requirements. Many RPL programmes are still being piloted, and little research has been conducted on the transition of postgraduate RPL students. To better understand RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students’ successful transition into a postgraduate diploma.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1874333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42299388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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