scholarly journals Adult Learning and Change: An Autobiographical Portrait of a Chinese Woman in Canada

2013 ◽  
Vol 33 (1) ◽  
Author(s):  
Chun Ge Liu
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Life Experiences ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Theoretical Level ◽  
Mature Adult ◽  
Learning And Change ◽  
Transformative Impact ◽  
Insight Into

The themes of adult learning, cross-cultural learning, and transformative learning are common to many continuing educators working at universities across Canada. In this essay, I narrate my experiences as a mature, adult learner returning to university. Following a literature review and discussion of methodology, I begin this autobiographical portrait with a description of my initial education and life experiences in China. From this foundation, I describe and interpret my cross-cultural sojourn as a graduate student in Canada. This sojourn was both happy and sad, both empowering and disempowering. My story is one of learning—learning as an adult, learning in a cross-cultural setting, and learning that ultimately had a transformative impact on how I view myself and my world. Through exploring my own experiences with learning and change, I hope to offer readers of the Canadian Journal of Continuing Education a unique opportunity for insight into personal processes that are difficult to truly understand at a theoretical level alone.

Cross-Cultural Learning and Mentoring

2012 ◽  
Vol 3 (3) ◽  
pp. 26-36 ◽  
Author(s):  
Pi-Chi Han ◽  
John A. Henschke
Keyword(s):  
United States ◽  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Doctoral Students ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Human Being ◽  
Intercultural Competencies

Dr. Malcolm Shepherd Knowles popularized andragogy as the theory of adult learning and was referred to as the Father of Adult Education in the United States (US). As his doctoral students, the authors had extensive personal contacts with him. This paper utilizes the method of autoethnography to explore how cross-cultural learning and cross-cultural mentoring facilitate transformative learning with the development of intercultural competencies for sojourners when they interact with a significant human being in cross-cultural settings.

Cross-Cultural Learning and Intercultural Competence

2012 ◽  
pp. 753-768
Author(s):  
Pi-Chi Han
Keyword(s):  
Adult Learning ◽  
Intercultural Competence ◽  
Cross Cultural ◽  
Learning Theories ◽  
Cultural Learning ◽  
International Assignments ◽  
Cultural Backgrounds ◽  
National Boundaries ◽  
Adult Learning And Development ◽  
Hrd Professionals

Globalization has increased the need to understand the nature of work-related adult learning and development across national boundaries. It is driving the demand for the workforce that possesses knowledge of other countries and cultures and affecting those who are responsible for developing international learning activities. The author of this chapter calls for adult education and Human Resource Development (HRD) professionals to learn how to apply adult learning theories in cross-cultural learning to help individuals with different cultural backgrounds. This would help these professionals acquire intercultural competence and become successful in international assignments.

scholarly journals Experiential Graduate Education: An Experiment in Transformative Learning

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Marilyn Laiken
Keyword(s):  
Transformative Learning ◽  
Adult Students ◽  
Adult Educators ◽  
Transformative Learning Theory ◽  
Graduate Course ◽  
Mature Adult ◽  
Constructive Learning ◽  
Personal Mastery ◽  
Transformative Impact

Five years of teaching a graduate course in organizational learning have convinced the author that the course has a transformative impact on her mature adult students. The article examines the nature of this form of experiential education in the light of transformative learning theory and learning organization concepts. Using the course as a case example, the author offers a number of specific approaches to: developing a constructive learning environment; enhancing team learning; surfacing and discussing assumptions; supporting systems thinking; and personal mastery. Finally, the author examines the role of the instructor as a facilitator of transformative learning. The objectives are to help adult educators reflect on one kind of environment that seems to have a transformative impact and to explore how to continue to successfully design such experiences for and with adult students.

Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

2020 ◽  
Vol 24 (5) ◽  
pp. 535-554
Author(s):  
Agnieszka Chwialkowska
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Transformative Learning Theory ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Study ◽  
Travel Abroad

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

Cross-Cultural Transformative Learning

2010 ◽  
pp. 14-33
Author(s):  
Charles Townley ◽  
Dana Christman ◽  
Barbara Coppola ◽  
Qian Geng ◽  
Jiayong Li
Keyword(s):  
Distance Education ◽  
Transformative Learning ◽  
Learning Communities ◽  
Student Learning ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Graduate Level ◽  
Student Knowledge ◽  
Knowledge And Beliefs ◽  
Level Of Effort

Drawing from several transformative models for learning, three cases of online, cross-cultural learning in graduate-level classes were analyzed in terms of how effectively they developed into learning communities, what type of learning activities and what level of effort help transform student learning, and what types of distance education technologies and pedagogies are useful in supporting cross-cultural learning communities. Comparisons were made between an assignment, a complex assignment, and an entire course in terms of transforming student learning, student knowledge and beliefs about how they learn, and how students interact with the pedagogy and with cross-cultural peers.

Cross-Cultural Learning and Intercultural Competence

2010 ◽  
pp. 293-307
Author(s):  
Pi-Chi Han
Keyword(s):  
Adult Learning ◽  
Intercultural Competence ◽  
Cross Cultural ◽  
Learning Theories ◽  
Cultural Learning ◽  
International Assignments ◽  
Cultural Backgrounds ◽  
National Boundaries ◽  
Adult Learning And Development ◽  
Hrd Professionals

Globalization has increased the need to understand the nature of work-related adult learning and development across national boundaries. It is driving the demand for the workforce that possesses knowledge of other countries and cultures and affecting those who are responsible for developing international learning activities. The author of this chapter calls for adult education and Human Resource Development (HRD) professionals to learn how to apply adult learning theories in cross-cultural learning to help individuals with different cultural backgrounds. This would help these professionals acquire intercultural competence and become successful in international assignments.

Bridging Teaching, Learning and Assessment Processes through a Reflective Method: Implications for Plurilingual Learning Environments

2020 ◽  
Vol 10 ◽  
Author(s):  
Barbara Spinelli
Keyword(s):  
Transformative Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Global Education ◽  
Life Experiences ◽  
Learning Experience ◽  
Cultural Learning ◽  
Participatory Methods ◽  
Teaching Learning ◽  
Blended Course

The challenges of global education highlight the need for students to meaningfully engage with their life experiences, deepen their reflection on their practices and feelings, and learn from them. What challenges may the implementation of such reflective approaches in a plurilingual and pluricultural learning environment entail? This article has a three-fold aim: first, it explores benefits that reflective and participatory methods have brought to plurilingual learners in different learning settings; second it describes the implementation of a three-mode reflective framework in a university blended course aimed at developing plurilingual competences, strategies, and literacies; and third, it argues how such reflective methods may contribute to promoting an integrated and transformative learning experience for a diverse linguistic and cultural learning community. Keywords: reflective approach, plurilingualism, plurilingual/pluricultural learning

A Blueprint of Leadership Development for Female Marriage Migrants: A Pilot Exploration in Taiwan

2021 ◽  
pp. 104515952098116
Author(s):  
Pi-Chi Han
Keyword(s):  
Leadership Development ◽  
Adult Learning ◽  
Transformative Learning ◽  
Life Experiences ◽  
Group Discussion ◽  
Human Resources Development ◽  
Individual Interviews ◽  
Qualitative Research Design ◽  
Marriage Migrants ◽  
Female Marriage

In 2020, more than 560,617 female marriage migrants (FMMs) live in Taiwan. For over three decades, they have been victims of social, gender, and cultural discrimination and have been considered as an inferior group of “desirable others” from “undeveloped countries.” Until today, literature about FMMs has focused on the problems and challenges they encountered, whereas there is no literature on their leadership development (LD) in Taiwan. By exploring 10 FMM leaders and their LD, this study charts their journey to success. The research has the following aims: (a) to explore life experiences as a pathway to LD, (b) to find an LD blueprint for FMMs, and (c) to bridge the literature gap for FMMs’ LD and provide implications to adult learning (AL) and human resources development (HRD) practitioners in planning and conducting training programs for FMMs’ LD. The theory of transformative learning (TTL) was applied as a theoretical framework whereas the qualitative research design was utilized as the methodology to explore 10 FMM leaders in Taiwan. The LD blueprint was built with seven themes derived from individual interviews and three themes from the focus group discussion. Resilience was found as the salient marker of building a successful mental model in FMMs’ LD. Implications are provided.

scholarly journals Good Governance

2017 ◽  
Vol 11 (2) ◽  
pp. 1 ◽  
Author(s):  
S De la Harpe ◽  
C Rijken
Keyword(s):  
Good Governance ◽  
Academic Staff ◽  
Cross Cultural ◽  
Cultural Learning ◽  
North West ◽  
The Subject ◽  
Winter School ◽  
The Many ◽  
Insight Into

This issue of the Potchefstroom Electronic Law Journal (PELJ) is entirely dedicated to the concept of good governance. It is the outcome of the first Summer/Winter school on Good Governance which was held at North-West University, Potchefstroom (SA) in January 2006 and at Tilburg University, Tilburg (NL) in January 2007. This Summer/Winter school has now become a yearly event with a bi-annual theme. Academic staff from both universities collaborate in teaching this course. Students from the two universities who participate in the Summer/Winter school have the unique possibility to deepen their knowledge on a particular subject while enjoying a cross-cultural learning environment. The subject of good governance was not selected by chance but was chosen because of its impact in many fields and the many ways in which the concept is used. It was time for a deeper insight into this multiple role of the concept of good governance. The contributions to this journal are the analytical outcome of the research done in preparation for the lectures given during the Summer/Winter school. As the contributions directly apply the good governance concept to various specific fields of expertise, this introduction will be used to give a short reflection on the concept as such.

Culturally Sensitive Transformational Learning

2011 ◽  
Vol 61 (4) ◽  
pp. 307-323 ◽  
Author(s):  
Peggy Gabo Ntseane
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Collective Responsibility ◽  
Culturally Sensitive ◽  
Positive Development ◽  
Cultural Learning ◽  
Learning Context ◽  
Collective Process ◽  
Absolute Knowledge ◽  
Insight Into

Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning.

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