Formal adult learning and working in Europe: a new typology of participation patterns

Formal adult learning and working in Europe: a new typology of participation patterns Purpose – The purpose of this paper is to show how a typology of participating patterns is developed to deepen understanding of participation in formal adult education and the relationship between current workplace and educational programmes. Design/methodology/approach – The approach takes the form of conceptual work based on a qualitative analysis of 89 cases studies covering 113 participating employees in small and medium‐sized enterprises in 12 European countries. Findings – Five main types of participation patterns in formal adult education are identified. When employed participants focus on their education, they may complete their formal programme (“Completing”), overrule an earlier decision to leave the educational system (“Returning”) or look for a starting‐point to change their professional career (“Transforming”). When focusing on employment, employees may use formal adult education for “Reinforcing” their earlier career decisions. Here, four subtypes are proposed. Finally, employees may enjoy their studies for features not available at work (“Compensation”). Research limitations/implications – The typology was based on qualitative data; the sample does not claim to be representative. However, it could become the basis for a quantitative survey design. Practical implications – The typology is likely to be of value in a wide array of fields such as whether the employer organisation should offer support, or whether there should be an economic return to education. Originality/value – The typology builds on a life‐cycle model and combines it with the relationship between the educational programme and the workplace. It is not restricted to certain groups of learners or formal programmes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

Formal adult learning and working in Europe: a new typology of participation patterns

Journal of Workplace Learning, Volume 22 (1/2): 15 – Feb 23, 2010

Loading next page...
 
/lp/emerald-publishing/formal-adult-learning-and-working-in-europe-a-new-typology-of-ENsqWUoDRh
Publisher
Emerald Publishing
Copyright
Copyright © 2010 Emerald Group Publishing Limited. All rights reserved.
ISSN
1366-5626
DOI
10.1108/13665621011012870
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to show how a typology of participating patterns is developed to deepen understanding of participation in formal adult education and the relationship between current workplace and educational programmes. Design/methodology/approach – The approach takes the form of conceptual work based on a qualitative analysis of 89 cases studies covering 113 participating employees in small and medium‐sized enterprises in 12 European countries. Findings – Five main types of participation patterns in formal adult education are identified. When employed participants focus on their education, they may complete their formal programme (“Completing”), overrule an earlier decision to leave the educational system (“Returning”) or look for a starting‐point to change their professional career (“Transforming”). When focusing on employment, employees may use formal adult education for “Reinforcing” their earlier career decisions. Here, four subtypes are proposed. Finally, employees may enjoy their studies for features not available at work (“Compensation”). Research limitations/implications – The typology was based on qualitative data; the sample does not claim to be representative. However, it could become the basis for a quantitative survey design. Practical implications – The typology is likely to be of value in a wide array of fields such as whether the employer organisation should offer support, or whether there should be an economic return to education. Originality/value – The typology builds on a life‐cycle model and combines it with the relationship between the educational programme and the workplace. It is not restricted to certain groups of learners or formal programmes.

Journal

Journal of Workplace LearningEmerald Publishing

Published: Feb 23, 2010

Keywords: Adult education; Workplace learning; Europe

References

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create folders to
organize your research

Export folders, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off