Informal Learning and Gender

Ostrouch-Kamińska, Joanna; Vieira, Cristina C.

doi:10.1007/978-94-6209-971-5_13

Cited by 3 publications

(1 citation statement)

References 9 publications

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“…Relative to formal learning, informal learning is not well researched (Eraut, 2004; Merriam, Caffarella and Baumgartner, 2009), is largely anecdotal (Noe, Tews and Marand, 2013), characterized by diffuse definitions (Shaffer, DeGeest and Li, 2016) and described in vague terms with no clear conceptual boundaries (Wolfson et al ., 2018). As such, informal learning research faces a number of challenges: the difficulty in measuring informal learning (Schurmann and Beausaert, 2016); the absence of effective syntheses of the core concepts (LeClus, 2011); the diversity of conceptual frameworks and measurement regimes (Cerasoli et al ., 2018; Wolfson et al ., 2018); the challenge of better facilitating informal learning (Choi and Jacobs, 2011); and the incorporation of situational influences such as gender (Ostrouch‐Kaminska and Viera, 2015; Thomas and Moisey, 2006), culture (Kim and McLean, 2014) and sector (Coetzer, Kock and Wallo, 2017, 2019; Jeong, McLean and Park, 2018). These challenges are reflected in the diversity of theoretical framings used in informal learning research (Jeong et al ., 2018; Wolfson et al ., 2018).…”

Section: Introductionmentioning

confidence: 99%

Business Angel Investment as an Informal Learning Process: Does Experience Matter?

Botelho

Harrison

Mason

2021

British J of Management

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This paper addresses the question of how the informal learning processes of angel investors shape the way in which they assess new investment opportunities. Previous research has suggested that angels learn from their previous investment activity. However, the measurement of investment experience as a function of years of investing and number of investments made does not take into account how, and to what extent, learning occurs and how it impacts investors' decision-making. To address this deficiency, we suggest a dynamic model of informal learning which incorporates the informal learning typology developed by Schugurensky and extended by Bennett, as a conceptual framework to understand how learning experiences impact angel investment decisions. Based on interviews and verbal protocol analysis with 30 investors, we demonstrate how learning impacts learning processes and outcomes as angels assess an investment opportunity. The findings highlight the importance of supporting angel learning with support for angel groups and angel training programmes.

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Section: Introductionmentioning

confidence: 99%

Business Angel Investment as an Informal Learning Process: Does Experience Matter?

Botelho

Harrison

Mason

2021

British J of Management

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Learning Marriage Ideals and Gendered Citizenship in “God-Fearing” Uganda

Alava,

Amito,

Lawrence

2022

Learning, Philosophy, and African Citizenship

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This chapter contributes to understanding the space between religion, gender and citizenship through a focus on teaching and learning about marriage in Ugandan churches. While pastors focused marriage teaching on the primacy of a church wedding, sexual purity and harmony through hierarchy, church-going women saw cohesion, spirituality and physical survival as cornerstones of an ideal relationship. By juxtaposing how women saw themselves as having learned these ideals, and how pastors saw themselves as teaching theirs, we illustrate that teaching and learning about gender, relationships and citizenship—and the character-moulding concomitant within these processes—occurs more in everyday lives than in places formally set out for the purpose. To achieve contextualized understanding of citizenship in religious contexts, it is important to pay attention to both religious teaching and practice and to develop methodological tools that identify how men and women actually learn about their worth, rights and responsibilities as citizens.

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Development Strategies in the Field of Lifelong Learning of Older Adults

Hosnjak

Ilić

Kurtović

et al. 2020

Acta Medica Martiniana

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Introduction: European gerontological research confirms that accelerated aging of the population will lead to a pronounced occurrence of target groups of functionally capable older people. Lifelong learning is a tool that enables an active post-retirement period in order to enhance cognitive mental capacities, prevent dementia, and overcome the intergenerational gap. The aim of this paper is to develop strategies in the field of lifelong learning for older adults through SWOT analysis.Methods: A qualitative study on lifelong learning for older adults was conducted during the month of November 2019 using 4 SWOT matrices which were subsequently analyzed and integrated into one common matrix. Four strategies were developed based on this template.Results: The analysis of the SWOT matrix showed that lifelong learning contributes most to a sense of belonging, prevention of social isolation, prevention of dementia, and better personal satisfaction. The biggest obstacles for older people when it comes to participating in lifelong learning programs are finances, physical illness, and a lack of understanding from their family members and the wider society for this kind of activity.Discussion: Lifelong learning contributes to a long-term maintenance of cognitive processes of participants involved in education processes. Lifelong learning provides the opportunity to promote older people’s health regardless of the formal education they received in early adulthood.Conclusion: Learning and further education are not only the indicators of active aging, but also a need for older people to master new tools so that they can actively participate and contribute to the society.

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Informal Learning and Gender

Cited by 3 publications

References 9 publications

Business Angel Investment as an Informal Learning Process: Does Experience Matter?

Business Angel Investment as an Informal Learning Process: Does Experience Matter?

Learning Marriage Ideals and Gendered Citizenship in “God-Fearing” Uganda

Development Strategies in the Field of Lifelong Learning of Older Adults

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