The Adult Learner

Knowles, Malcolm S.; Holton, Elwood F.; Swanson, Richard A.

doi:10.4324/9780080481913

Cited by 1,053 publications

(297 citation statements)

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“…These data can be related to the degree of perceived relevance and usefulness of courses' curricula and materials, which has been confirmed and is reinforced by the other set of indicators, aimed at assessing the learning acquisition of the trainees. These results also confirm the fact that academics are willing to take responsibility of their own learning when the educational process and the contents proposed are perceived as useful and motivating, and when they are able to focus on what is really significant for them to learn (Knowles et al, 2005).…”

Section: Discussionsupporting

confidence: 72%

“…Reporting different interpretation of lifelong learning, Edwards and Usher (2008, p. 59) emphasise a general agreement with the argument that 'lifelong learning is providing a strategy through which post-school education and training, including the education of adults, and potentially all education, is being and is likely to continue to be reshaped'. Knowles et al (2005), in a milestone work on adult learning, highlight specific characteristics that make the learning process of adults distinctively different. First of all adult learning is selfdirected, in the sense that adults take responsibility over the personal process of learning, being able to identify and define their learning needs as well specific learning strategies.…”

Section: Building An Approach To Continuing Professional Development mentioning

confidence: 99%

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Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

Foguet

Lazzarini

Giné

et al. 2018

Journal of Cleaner Production

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a b s t r a c tHigher Education Institutions play a critical role in societies transition towards sustainable development, educating future professionals and decision makers. In the last few decades, a number of technical universities have devoted major efforts to integrating sustainable development into engineering curricula. There is still, however, an increasing need to further transform learning and training environments and build capacity of educators and trainers on sustainable development issues.Against this background, this paper assesses the role of online training courses, within continuing professional development strategies, in promoting sustainable human development in engineering degrees. It was built upon the implementation of a European initiative, the Global Dimension in Engineering Education, promoted by a transdisciplinary consortium of technical universities and nongovernmental organisations.In terms of method, this study analyses two sets of quantitative and qualitative indicators to assess i) the perceived quality/relevance of the training proposals, and ii) the learning acquisition of participants. Quantitative indicators were complemented by a descriptive analysis of findings from a semi-structured survey. The results provide evidence that online learning can be an effective approach for continuing professional development of academics. The findings also suggest that participants perceived online courses' contents and curricula, developed jointly by academics and practitioners of non-governmental organisations, as relevant and useful for integrating sustainability principles in teaching activities. To conclude, authors recommend the leaders of higher educational institutions to explore the integration of online courses addressed to faculty into university policy and strategies, as a way to promote professional development and the engagement of academics on sustainable development.

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Section: Discussionsupporting

confidence: 72%

Section: Building An Approach To Continuing Professional Development mentioning

confidence: 99%

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

Foguet

Lazzarini

Giné

et al. 2018

Journal of Cleaner Production

View full text Add to dashboard Cite

show abstract

“…This assessment strategy enables the development of reflective practice about ethical considerations within the formal curriculum of the FdA in paralegal education. In doing so, the ideas of Dewey (1904) and Knowles, Holton and Swanson (2005) are applied to the formal curriculum.…”

Section: Assessment Methods That Develop 'Reflection'mentioning

confidence: 99%

“…In addressing the integration of ethics into a higher-level vocational course, the programme looks to encourage ethical practice and in doing so, it adopts an approach which uses a socio legal focus. Moreover, in terms of educational theory, the programme featured in this ethnographic research study applies the principles of Dewey (1904) and Knowles, Holton and Swanson (2005). 'Transformative learning' is considered to be a key factor underpinning the philosophy of teaching and learning within the FdA.…”

Section: Research Contextmentioning

confidence: 99%

Law and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory education

Ingleby

Gibby

2016

Research in Post-Compulsory Education

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This article is based on research on a foundation degree programme in paralegal education in England. The content explores the pedagogical benefits of this academic programme with its workrelated focus. The research has been completed with academic tutors and students who are associated with a foundation degree programme in paralegal education in the north of England. The researchers have adopted an ethnographic paradigm in their exploration of learning and teaching within this academic programme. The research is 'field based' as it is situated in a particular context and it has occurred over four years of investigation. The article advocates the development of a transformative learning ethos that is based on a sound philosophy of teaching and learning in order to support the development of understandings of ethics within a vocational foundation degree context. The originality of the article rests in the observation that paralegal education is ideally situated within a foundation degree structure due to its vocational emphasis and its philosophy of pedagogy. The combination of practical work experience on the foundation degree and a clear vision of pedagogy has led to the emergence of a vibrant curriculum within a post-compulsory educational context.

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“…It should be noted that the sequence of stages of the learning process in the corporate university, determined by this researcher, is consistent with the principles of organization of the adult learning process presented in the andragogical model of Malcolm Knowles (Knowles, Holton & Swanson, 2005). Thus, the first priority in that cycle is meeting the needs of all parties concerned (the corporations, the university, the students, the society), based on which they jointly define the goal of training, learning resources, content of the program, ways of realization of educational activities, including forms and methods of learning, create favorable learning environment, provide evaluation of results.…”

mentioning

confidence: 99%

Corporate University as a Form of Employee Training and Development in American Companies

Lytovchenko

2016

Adv Educ

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The article deals with the problem of corporate university as a form of employee training and development in American companies. Corporate training plays a leading role in the successful operation of US companies and is a factor of their competitiveness and efficiency in the marketplace. Corporate university is an advanced form of organizational training which emerged in response to the challenges of the information society and the global economy, increased competition in the market, the failure of the traditional institutions of professional education to meet the needs of the modern economy for highly qualified employees. Modern corporate university is a system of organizational development and personnel training, united with a single concept and methodology, inextricably linked and coordinated with the strategies of the organization. The main functions of the corporate university are training of various levels of company employees, knowledge management, formation of common corporate values, development of corporate culture, promotion of innovation. Since organizations have different needs and development strategies, corporate universities of different companies in the United States differ in purpose, objectives, structural characteristics, methods of instruction. The learning process in the corporate university has andragogical focus and is characterized by extensive use of e-learning technologies.

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The Adult Learner

Cited by 1,053 publications

References 0 publications

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

Law and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory education

Corporate University as a Form of Employee Training and Development in American Companies

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