Pub Date : 2023-04-11DOI: 10.1177/14779714231169684
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.
{"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}
Pub Date : 2023-04-11DOI: 10.1177/14779714231169687
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.
{"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}
Pub Date : 2023-03-02DOI: 10.1177/14779714231163670
M. Osborne
A number of the articles in this edition of JACE focus on professional learning, starting with Anh Ngoc Quynh Phan ’ s article concerning the path towards study and agency of Vietnamese doctoral students in Australia, China, Denmark and New Zealand. Sarah Capello then considers an EdD progamme at a US university with a focus on assessment, arguing for the use of alternative comprehensive examinations that are more attuned to student growth and to intended outcomes than some traditional approaches. Elaine Hoter and Reina Rutlinger Reiner ’ s concerns relate to the continuing education of mature Israeli teachers returning to take Masters programmes. Their study based on in-depth interviews argues for a range of strategies to reduce stress and avoid academic burn-out amongst these practitioners. Continuing Professional Development (CPD) of teachers is also the focus of the article from Moses Njenga who provides a theoretical framework that links the factors that seeks to explain the relationship between participation in CPD and teacher characteristics. Katerina Tza
{"title":"Editorial – Professional Development and much more","authors":"M. Osborne","doi":"10.1177/14779714231163670","DOIUrl":"https://doi.org/10.1177/14779714231163670","url":null,"abstract":"A number of the articles in this edition of JACE focus on professional learning, starting with Anh Ngoc Quynh Phan ’ s article concerning the path towards study and agency of Vietnamese doctoral students in Australia, China, Denmark and New Zealand. Sarah Capello then considers an EdD progamme at a US university with a focus on assessment, arguing for the use of alternative comprehensive examinations that are more attuned to student growth and to intended outcomes than some traditional approaches. Elaine Hoter and Reina Rutlinger Reiner ’ s concerns relate to the continuing education of mature Israeli teachers returning to take Masters programmes. Their study based on in-depth interviews argues for a range of strategies to reduce stress and avoid academic burn-out amongst these practitioners. Continuing Professional Development (CPD) of teachers is also the focus of the article from Moses Njenga who provides a theoretical framework that links the factors that seeks to explain the relationship between participation in CPD and teacher characteristics. Katerina Tza","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266465","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: 10.1177/14779714231160707
Sheron Baumann, Imke Keimer
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.
{"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}
Pub Date : 2023-02-28DOI: 10.1177/14779714231161449
Alexander Schmoelz
In this article, the European digital governance system for vocational and adult education is critically examined in its single technologies and their interaction as well as theoretically reflected regarding potential dangers and opportunities based on the digital humanism and neoliberalism. The single digital technologies are described and critically scrutinised through expert interviews as well as the analysis of central policies, political decisions making (politics) and in the current technological modus operandi (digital polity). Findings reveal that the governance system leans towards progressive neoliberalism, combining forces of emancipation with forces of neoliberalism – especially regarding inclusion as one of the core dimensions of digital humanism.
{"title":"Digital Humanism, Progressive Neoliberalism and the European Digital Governance System for Vocational and Adult Education","authors":"Alexander Schmoelz","doi":"10.1177/14779714231161449","DOIUrl":"https://doi.org/10.1177/14779714231161449","url":null,"abstract":"In this article, the European digital governance system for vocational and adult education is critically examined in its single technologies and their interaction as well as theoretically reflected regarding potential dangers and opportunities based on the digital humanism and neoliberalism. The single digital technologies are described and critically scrutinised through expert interviews as well as the analysis of central policies, political decisions making (politics) and in the current technological modus operandi (digital polity). Findings reveal that the governance system leans towards progressive neoliberalism, combining forces of emancipation with forces of neoliberalism – especially regarding inclusion as one of the core dimensions of digital humanism.","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":"42980551","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 : 2023-02-25DOI: 10.1177/14779714221130376
D. Morton, Sarah Fulton, Michael Harris, Rachel Domalewski, Naomi Scolari, Laurelie R. Wishart, Elizabeth C. Ward, Kelly Hale
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.
{"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}
Pub Date : 2023-02-17DOI: 10.1177/14779714231156746
Mesut Demirbilek, Sıtar Keser
Functional literacy is the learning of knowledge and skills for vital necessities as a higher level of basic literacy and then the operational use of this information in individual, socio-cultural, or economic fields. This research aims to examine the opinions of teachers in the context of functional literacy related to the II level primary education program for adults conducted in Public Education Centers. A phenomenological design was used in the study. A total of 12 teachers working in literacy courses in Public Education Centers were included in the study group. This study was conducted by taking the opinions of teachers and concluded that the second-level literacy courses are not sufficient at the social, individual, and educational levels in the context of functional literacy. In the context of these results, it is recommended that the content of the II level primary education program is reconstructed to provide functional skills in a framework that enriches daily life practices focused on the needs of adult individuals.
{"title":"An examination of the opinions of teachers working in public education centers on adult literacy programs in the context of functional literacy","authors":"Mesut Demirbilek, Sıtar Keser","doi":"10.1177/14779714231156746","DOIUrl":"https://doi.org/10.1177/14779714231156746","url":null,"abstract":"Functional literacy is the learning of knowledge and skills for vital necessities as a higher level of basic literacy and then the operational use of this information in individual, socio-cultural, or economic fields. This research aims to examine the opinions of teachers in the context of functional literacy related to the II level primary education program for adults conducted in Public Education Centers. A phenomenological design was used in the study. A total of 12 teachers working in literacy courses in Public Education Centers were included in the study group. This study was conducted by taking the opinions of teachers and concluded that the second-level literacy courses are not sufficient at the social, individual, and educational levels in the context of functional literacy. In the context of these results, it is recommended that the content of the II level primary education program is reconstructed to provide functional skills in a framework that enriches daily life practices focused on the needs of adult individuals.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41484377","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 : 2023-02-12DOI: 10.1177/14779714231157248
Travis S. Crone, Stephanie J. Babb
The current study further explored the relationship between nontraditional students and academic entitlement. Previous research has established that the presence of more nontraditional factors predicts lower levels of reported academic entitlement. The mechanisms responsible for this connection have not been explored though. The current study examined the impact of locus of control on the relationship between nontraditional factors and academic entitlement. Participants ( N = 332) were asked to report their status on seven nontraditional factors and then completed measures exploring locus of control, academic entitlement, work engagement, and academic motivation. Analyses revealed that nontraditional factors predicted lower levels of external locus of control and external locus of control was negatively correlated with academic entitlement. Evidence for partial mediation was found for this relationship. The impact of these findings on nontraditional students, retention, and academic interventions is discussed.
{"title":"The role of locus of control in mediating the relationship between nontraditional factors and academic entitlement","authors":"Travis S. Crone, Stephanie J. Babb","doi":"10.1177/14779714231157248","DOIUrl":"https://doi.org/10.1177/14779714231157248","url":null,"abstract":"The current study further explored the relationship between nontraditional students and academic entitlement. Previous research has established that the presence of more nontraditional factors predicts lower levels of reported academic entitlement. The mechanisms responsible for this connection have not been explored though. The current study examined the impact of locus of control on the relationship between nontraditional factors and academic entitlement. Participants ( N = 332) were asked to report their status on seven nontraditional factors and then completed measures exploring locus of control, academic entitlement, work engagement, and academic motivation. Analyses revealed that nontraditional factors predicted lower levels of external locus of control and external locus of control was negatively correlated with academic entitlement. Evidence for partial mediation was found for this relationship. The impact of these findings on nontraditional students, retention, and academic interventions is discussed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48140134","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 : 2023-02-11DOI: 10.1177/14779714231156747
Vincent TS Law, Hilary HL Yee, Tommy K.Y. Ng, B. Fong
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.
{"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}
Pub Date : 2023-01-23DOI: 10.1177/14779714231153815
Kara A. Fulton, Audon Archibald, Cassie Hudson, J. Rogers, Scott Peecksen, T. Heap
A responsible citizen is someone who understands their role in the community and attempts to make a positive impact. Service-learning is one way to encourage responsible citizenship by asking students to engage with and reflect on their communities. This study explores student perceptions toward civic engagement in an undergraduate course focused on the multidisciplinary examination of social issues, with some sections incorporating service-learning pedagogy. Using a validated measure, changes among students were documented in six topic areas: civic action, interpersonal and problem-solving skills, political awareness, leadership skills, social justice attitudes, and diversity attitudes. Results were compared across sections with different service-learning requirements and delivery formats. Additionally, results were compared across students from diverse backgrounds, including age and race.
{"title":"Cultivating responsible citizenship in a non-traditional degree program through a service-inclusive pedagogy","authors":"Kara A. Fulton, Audon Archibald, Cassie Hudson, J. Rogers, Scott Peecksen, T. Heap","doi":"10.1177/14779714231153815","DOIUrl":"https://doi.org/10.1177/14779714231153815","url":null,"abstract":"A responsible citizen is someone who understands their role in the community and attempts to make a positive impact. Service-learning is one way to encourage responsible citizenship by asking students to engage with and reflect on their communities. This study explores student perceptions toward civic engagement in an undergraduate course focused on the multidisciplinary examination of social issues, with some sections incorporating service-learning pedagogy. Using a validated measure, changes among students were documented in six topic areas: civic action, interpersonal and problem-solving skills, political awareness, leadership skills, social justice attitudes, and diversity attitudes. Results were compared across sections with different service-learning requirements and delivery formats. Additionally, results were compared across students from diverse backgrounds, including age and race.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43545427","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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