Purpose -The purpose of this paper is to investigate which psychological determinants relate to the intention to participate in development activities. Psychological determinants such as attitude toward development activities, self-efficacy, job satisfaction, organizational commitment and management support are related to the intention of support staff workers of a University Medical Centre in The Netherlands to participate in job-related and/or career-related development activities. Design/methodology/approach -A questionnaire study was conducted in a sample of support staff employees. By means of Structural Equation Modeling (SEM), the study analyses the relationship between the two intentional orientations and a number of determinants. Findings -Analyses revealed that job satisfaction relates positively with the intention for job-related development activities and negatively with career-related activities. Surprisingly, there was no direct relation between management support and either of the two orientations of development intention. Furthermore, the study revealed that the respondents prefer development in their current job over career development to obtain other functions in the current or future organization. Research limitations/implications -Although it is a small-scale study focused on one labour organization, the paper presents two independent developmental orientations and reveals their distinct relationships with job satisfaction and organizational commitment. Practical implications -The paper argues that a better fit between HRD strategies and manager-employee dialogue may encourage the influence of managers on development intention. Originality/value -The paper discusses two independent developmental orientations and their distinct relationships with psychological determinants.

Learning strategies are immensely ambiguous phenomena and nothing is clear-cut about them. zoltan Dőrnyei The object of education is to prepare the young to educate themselves throughout their lives. Robert M. Hutchins The paper examines how the language learning strategies that learners prefer in learning professional language at tertiary level can be used for lifelong education. It is well known that in language learning students apply various learning strategies, yet not all learners are equally successful in their studies. This research is based on the analysis of data obtained from two different surveys of learners' preferred language learning strategies. Respondents spread over two levels of English proficiency and their learning strategies are compared. Self-evaluation and reflections on learning outcomes reveal how important or unimportant various learning strategies are and which might be relevant to lifelong learning. The study found that students' preferred strategies can be an effective means to foster their motivation for self-development and, in the long run, lifelong learning.

No abstract