The Impact of National Culture on Informal Learning in the Workplace

Kim, Sehoon; McLean, Gary N.

doi:10.1177/0741713613504125

Cited by 74 publications

(53 citation statements)

References 66 publications

(113 reference statements)

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“…The variation among students in their readiness for SDL might be because of individual demographical differences, which might affect their educational goals, motivation to learn, attitudes towards teaching and teachers, and responses to the classroom and clinical practice environments. Such factors could affect their readiness for SDL as well as their dominant styles of learning (Felder and Brent, 2005;Kim & McLean 2014). Similarly, according to Yuan et al (2012) the increased level of SDLR might indicate increased emphasis on self-responsibility and relative independence in clinical practice, thereby helping students to rehearse adult roles and prepare them for the beginning of their nursing careers.…”

Section: Discussionmentioning

confidence: 99%

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

AbuAssi

Alkorashy

2016

IJANS

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Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners' needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study's objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb's learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study's findings suggested that the majority of nursing students had a "Diverging" style of learning. The "self-control" subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of "self-management" and "desire for learning." However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the selfdirected learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students' enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students' learning needs effectively.

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Section: Discussionmentioning

confidence: 99%

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

AbuAssi

Alkorashy

2016

IJANS

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“…14 This collective socialisation, manifested in words, thoughts and actions, distinguishes the members of one culture from another. [15][16][17][18] In terms of a country's culture, whilst acknowledging within-country differences, there is often strong homogeneity in terms of values amongst members. Further, rather than possessing a unique set of values, different countries demonstrate a complex range of scores (or loading) across similar value clusters.…”

Section: National Cultural Valuesmentioning

confidence: 99%

“…Culture can be defined as a set of attitudes, beliefs, values and self‐definitions shared by a community . This collective socialisation, manifested in words, thoughts and actions, distinguishes the members of one culture from another . In terms of a country's culture, whilst acknowledging within‐country differences, there is often strong homogeneity in terms of values amongst members.…”

Section: Introductionmentioning

confidence: 99%

Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism

et al. 2017

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ContextThe definition of medical professionalism poses a challenge to global medical educators. This is especially pronounced in settings where professionalism frameworks developed in the west are transferred into different cultures. Building upon our previous study across Western contexts, we examine Taiwanese and Sri Lankan medical students’ conceptualisations of professionalism in terms of what professionalism comprises (i.e. dimensions) and how it is linguistically framed (i.e. discourses).MethodsA qualitative group interview study was undertaken comprising 26 group interviews with 135 participants from one Taiwanese (n = 64; Years 4–7) and one Sri Lankan medical school (n = 71; Years 2–5). Through thematic framework analysis we examined the data for explicit dimensions of professionalism. Through discourse analysis we identified how participants constructed professionalism linguistically (discourses).ResultsThirteen common dimensions across Taiwanese and Sri Lankan talk were identified, with the dimensions (contextual, integration and internalised self) being identified only in Sri Lankan data. Professionalism as knowledge and patient‐centredness were dominant dimensions in Taiwan; in Sri Lanka, attributes of the individual and rules were dominant dimensions. Participants in both countries used four types of discourses previously identified in the literature. Individual and interpersonal discourses were dominant in Taiwanese talk; the collective discourse was dominant in Sri Lankan talk. Findings were compared with our previous data collected in Western contexts.ConclusionsDespite some overlap in the dimensions and discourses identified across both this and Western studies, Taiwanese and Sri Lankan students’ dominant dimensions and discourses were distinct. We therefore encourage global medical educators to look beyond a one‐size‐fits‐all approach to professionalism, and to recognise the significance of context and culture in conceptualisations of professionalism.

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“…For instance, Rothwell (2003) found that only less than 30 percent of what people learn in formal learning activities that are actually transferred to job in a way that improves work performance. This means that formal learning activities are no longer sufficient for continuous learning at the workplace (Billett, & Choy, 2013;Kim, & McLean, 2014;Marsick, 2009). Thus, the focus of professional development has shifted from formal to informal learning activities in recent years (Billett, & Choy, 2013;Marsick,2009).…”

Section: Introductionmentioning

confidence: 99%

Situational Inhibitors to Informal Learning in the Workplace: A Case Study of Accountants

Samsudin¹,

Saad²,

Wahab³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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The purpose of this study was to investigate situational inhibitors to informal learning activities amongst accountants in a public accounting firm. A qualitative case study was conducted to develop a greater understanding of the situational aspects that inhibited them from engaging in informal learning activities. Four situational inhibitors emerged from the data analysis. The inhibitors are lack of time, lack of proximity to colleagues' working areas, lack of support from others and structural inhibitor. Theoretical and practical implications of the research as well as suggestions for future research were also discussed.

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The Impact of National Culture on Informal Learning in the Workplace

Cited by 74 publications

References 66 publications

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism

Situational Inhibitors to Informal Learning in the Workplace: A Case Study of Accountants

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