scholarly journals Workers’ Power and Intentional Learning among Non-managerial Workers

2008 ◽  
Vol 63 (1) ◽  
pp. 30-56 ◽  
Author(s):  
David W. Livingstone ◽  
Milosh Raykov
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Workplace Learning ◽  
Secondary Analysis ◽  
Learning Activities ◽  
Intentional Learning ◽  
Positive Effects ◽  
Formal And Informal Learning ◽  
Managerial Employees ◽  
Workplace Authority

This paper explores relations of workers’ power, in terms of unionization and delegated workplace authority, with incidence of participation in adult education and job-related informal learning activities. Empirical analysis is based primarily on the first Canadian survey to document both aspects of workers’ power and both formal and informal learning. Prior inconsistent research on unionization and adult education is critically reviewed. The current study focuses on non-managerial employees between 25 and 64. The findings of this 2004 survey, as well as secondary analysis of other relevant surveys, confirm that union membership is consistently positively related to both participation in adult education and some informal learning topics. Delegated workplace authority also has positive effects on both adult education and some informal learning topics. While delegated workplace authority is not related to unionization, their positive effects on workers’ intentional learning are additive. Implications of these findings for further research and optimizing workplace learning are discussed.

scholarly journals Learning to stay employable

2018 ◽  
Author(s):  
Dominik Emanuel Froehlich ◽  
Simon Beausaert ◽  
Mien Segers ◽  
Maike Gerken
Keyword(s):  
Informal Learning ◽  
Indirect Effects ◽  
Learning Activities ◽  
Chronological Age ◽  
Cross Sectional ◽  
Mediation Effects ◽  
Older Employees ◽  
Welfare Systems ◽  
Formal And Informal Learning ◽  
The Relationship

Purpose – The purpose of this paper is to examine the effects of chronological age and formaland informal learning activities on employability. Furthermore, indirect effects of age on employabilityvia learning activities were tested.Design/methodology/approach – The authors conducted quantitative, cross-sectional surveyresearch (n¼780) in three Dutch and Austrian organizations to study the relationship betweenchronological age, formal and informal learning activities, and employability using structural equationmodeling.Findings – The authors find that both formal and informal learning increase employees’ employability.However, each type of learning contributes to different components of employability. Additionally, theauthors find indirect effects of chronological age on employability via formal learning.Research limitations/implications – The results question the focus on chronological age inorganizational and political decision making and contribute new insights for the management of anincreasingly older workforce.Practical implications – The findings question the predominant use of chronological age asdecisive criterion in organizational and national policies and call for closer examination of stereotypesagainst older employees. Employees should be supported in pursuing learning activities – irrespectiveof their chronological age. The implications of limiting employees’ access to formal learning activitiesmay limit their future employability. Individual employees, however, are in control of their informallearning activities, and this is a very important lever to maintain and develop employability.Social implications – Given the increasing dependency of social welfare systems on older people’sactive participation in the labor market, this study stresses that it is not chronological age per se thataffects people’s employability. This diverges from the way of how chronological age is used in policymaking.Originality/value – This study contributes further evidence for the relationships of age and formaland informal learning on employability. Additionally, it extends previous literature by examiningdifferent effects on different facets of employability, criticizing the prevalent use of chronological age,and investigating potential mediation effects.

scholarly journals Re/Claiming Agency: Learning, Liminality and Immigrant Service Organizations

2008 ◽  
Vol 3 (1) ◽  
Author(s):  
Tara Gibb ◽  
Evelyn Hamdon ◽  
Zenobia Jamal
Keyword(s):  
Informal Learning ◽  
Participant Observation ◽  
Service Organizations ◽  
Learning Activities ◽  
Service Organization ◽  
Support Programs ◽  
Liminal Spaces ◽  
New Immigrants ◽  
Formal And Informal Learning ◽  
New Knowledge

To facilitate the settlement of new immigrants, immigrant service organizations provide a range of services and opportunities for both formal and informal learning. These organizations, however, also act as liminal spaces in which the women who access their services may renegotiate identities, create new knowledge and forge new conceptions of community. The purpose of this article is to present an analysis of the data from two organizations which were sites for a larger research project designed to explore the formal and informal learning processes in immigrant service organizations. The data for this study was collected through client interviews and participant observation of formal and informal learning activities at two immigrant service organization that provide settlement, educational and support programs and services for immigrant women.

scholarly journals Education–Job Fit and Work-Related Learning of Recent Graduates: Head Start or Filling a Gap?

2020 ◽  
pp. 089484532090478
Author(s):  
Ilke Grosemans ◽  
Katrien Vangrieken ◽  
Liesje Coertjens ◽  
Eva Kyndt
Keyword(s):  
Head Start ◽  
Informal Learning ◽  
Learning Activities ◽  
Job Fit ◽  
Work Related ◽  
Learning At Work ◽  
Formal And Informal Learning ◽  
Recent Graduates ◽  
First Job ◽  
The Relationship

Graduates’ education and its alignment with the first job are of key influence on graduates’ career. It is argued that education–job fit affects work-related learning, which is important for recent graduates to cope with the demands of their new job. Theoretically, two (contradicting) processes have been put forward describing the relationship between education–job fit and work-related learning: Whereas the complementing hypothesis argues that work-related learning builds on existing competences, the substituting hypothesis assumes that work-related learning compensates in case of misalignment. These hypotheses were assessed by identifying latent fit profiles of recent graduates ( N = 779) and comparing differences regarding work-related learning. Four distinct profiles were identified: full fit, horizontal fit, vertical fit, and full misfit. Results supported the complementing hypothesis, arguing that learning at work complements what was learned during higher education. Furthermore, this study demonstrated how fit profiles differently influence formal and informal learning activities.

Three Theoretical Perspectives on Informal Learning at Work

2009 ◽  
pp. 695-706
Author(s):  
Mary F. Ziegler
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Workplace Learning ◽  
Learning Approaches ◽  
Learning At Work ◽  
Theoretical Perspectives

The workplace is a key arena for learning in today’s society. The spiraling demand for knowledge in the workplace has increased interest in informal learning. In the field of adult education, informal learning has been recognized as one of the primary ways that adults learn throughout their lives. Although there are numerous informal learning approaches, the goal of this chapter is to explore three theoretical perspectives of informal learning in the workplace: individual, social and integrated. These perspectives raise issues as well as highlight the limitations and benefits of informal workplace learning. The chapter concludes with solutions and recommendations for dealing with the issues and implications for the practice of adult education.

scholarly journals Knowledge diffusion and geographical proximity: a multi-relational networks approach

2019 ◽  
Vol 4 (1) ◽  
pp. 129-138 ◽  
Author(s):  
Piergiuseppe Morone ◽  
Roberta Sisto ◽  
Richard Taylor
Keyword(s):  
Informal Learning ◽  
Southern Italy ◽  
Organic Food ◽  
Knowledge Flows ◽  
Learning Activities ◽  
Positive Effects ◽  
Informal Knowledge ◽  
The Core ◽  
Relational Networks

AbstractIn the literature on innovation and organizational learning, there is a wide consensus about the relevance of learning activities. Specifically, they occur both individually (as producers will increase their knowledge simply “by doing”) and collectively (as producers and other stakeholders involved will learn “by interacting”). Therefore, in these studies, the focus on informal learning has become increasingly evident with recognition that informal learning predominates in smaller and locally-operating firms, and large corporations alike. The aim of the study is twofold; firstly to understand the link between formal networks and informal learning and secondly to investigate if the information exchanged in the network between firms and institutions is altered by content. Through a case study in Foggia, southern Italy, we have investigated how knowledge flows among small organic food firms and related supporting institutions. The core finding of the study was that the existence of networks is necessary to promote informal knowledge flows, yet not sufficient by itself. In conclusion, several obstacles had to be removed before producers gained from the positive effects of geographical clustering and proximity.

scholarly journals GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS

2019 ◽  
Vol 2 (16) ◽  
pp. 28-38
Author(s):  
Олена Василенко
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Community Education ◽  
Learning Activity ◽  
Global Trends ◽  
Knowledge Based ◽  
Formal And Informal Learning ◽  
Citizenship Skills

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication. The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning. It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc. Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

scholarly journals IMPROVING COMPUTER ENGINEERING AND INFORMATION TECHNOLOGIES UNDERGRADUATE STUDENTS’ TRAINING THROUGH COMBINATION OF FORMAL, NON-FORMAL AND INFORMAL LEARNING

2019 ◽  
Vol 2 ◽  
pp. 208
Author(s):  
Oleksandr Volodymyrovych Malykhin ◽  
Nataliia Oleksandrivna Aristova
Keyword(s):  
Informal Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Information Technologies ◽  
Quantitative Methods ◽  
Computer Engineering ◽  
Qualitative And Quantitative Methods ◽  
Positive Effects ◽  
Formal And Informal Learning ◽  
General Self Efficacy

The paper analyses benefits of combining formal, non-formal and informal learning in Computer Engineering and Information Technologies undergraduate students’ training. The results of research conducted in the 2017/2018 academic year are shown. A total of 106 students earning BA in Computer Engineering and Information Technologies at National University of Life and Environmental Sciences of Ukraine volunteered to participate in the research. The aim of the research was to investigate the influence of combining formal, non-formal and informal learning on improving Computer Engineering and Information Technologies undergraduate students’ training through the increase in their general self-efficacy. To collect data from 106 computer engineering and information technologies undergraduate students we applied a mixed methods approach implying the combination of qualitative and quantitative methods. The quantitative data were collected using a pre-test and a post-test based on a questionnaire on general self-efficacy. Qualitative methods included classroom observations and interviews with computer engineering and information technologies undergraduate students. The authors compared the results obtained in the experimental and control groups and drew conclusions concerning the positive effects of combining formal, non-formal and informal learning on improving Computer Engineering and Information Technologies undergraduate students’ training through the increase in their general self-efficacy.  

scholarly journals Engaging Faculty in Professional Development: Lessons From Bangladesh

2019 ◽  
Vol 9 (2) ◽  
pp. 124
Author(s):  
Mohammad Omar Shiddike ◽  
Asif Ali Rahman
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Learning Activities ◽  
Faculty Engagement ◽  
Self Awareness ◽  
Student Interactions ◽  
Formal And Informal Learning ◽  
Academic Publications ◽  
Teaching Curriculum ◽  
Faculty Student Interactions

Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.

scholarly journals Validation of non-formal and informal learning from a European perspective – linking validation arrangements with national qualifications frameworks

2015 ◽  
Vol 21 (4) ◽  
pp. 7-19
Author(s):  
Borut Mikulec
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Labour Market ◽  
European Countries ◽  
European Perspective ◽  
European Policy ◽  
Successful Model ◽  
Starting Point ◽  
Formal And Informal Learning ◽  
Education Theory

The paper analyses European policy on the validation of non-formal and informal learning, which is presented as a “salvation narrative” that can improve the functioning of the labour market, provide a way out from unemployment and strengthen the competitiveness of the economy. Taking as our starting point recent findings in adult education theory on the validation of non-formal and informal learning, we aim to prove the thesis that what European validation policy promotes is above all economic purpose and that it establishes a “Credential/Credit-exchange” model of validation of non-formal and informal learning. We proceed to ecxamine the effect of European VNIL policy in selected European countries where validation arrangements are linked to the qualifications framework. We find that the “Credential/ Credit-exchange” validation model was first established in a few individual European countries and then transferred, as a “successful” model, to the level of common European VNIL policy.

scholarly journals Teachers views' on awareness of environmental acquiring in informal learning environments: The sample of Kocaeli Science Houses)

2013 ◽  
Vol 3 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Ragıp Çavuş ◽  
Ünsal Umdu Topsakal ◽  
Aysun Öztuna Kaplan
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Analysis Method ◽  
Informal Learning Environments ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Formal And Informal Learning ◽  
School Learning ◽  
Out Of School

The aim of this study is to determine the teachers' view about getting students be aware of awareness of environmental according to the activities in Science Houses. 15 Science and Technology teachers working in Kocaeli Science House participated to the search which has been carried out in 2011 - 2012.In this research fenomological approach has been applied. Purposeful sampling is used. Semi-structure interviews and open-ended question forms which were prepared by the researchers and checked by experts were applied as data collection tools. Content analysis method is used for data analyzing.Teachers who participated in this study emphasized the importance of out of school learning environments and also Science Houses' activities for awareness of environmental. Furthermore they added that formal and informal learning activities should be together and teachers should take students to the out of school learning environments.When the literature is examined it is seen that informal and formal leaning areas are both important for awareness of environmental. In this research views of teachers working in out of school learning environments about the activities and students' awareness of environmental are investigated according the literature. As a result of this study it is found that out of school learning environments are important for awareness of environmental and these areas and their activities should be increased. It is hoped that this research will help the investigators who want to study about out of school learning environments.

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