scholarly journals Re/Claiming Agency: Learning, Liminality and Immigrant Service Organizations

2008 ◽  
Vol 3 (1) ◽  
Author(s):  
Tara Gibb ◽  
Evelyn Hamdon ◽  
Zenobia Jamal
Keyword(s):  
Informal Learning ◽  
Participant Observation ◽  
Service Organizations ◽  
Learning Activities ◽  
Service Organization ◽  
Support Programs ◽  
Liminal Spaces ◽  
New Immigrants ◽  
Formal And Informal Learning ◽  
New Knowledge

To facilitate the settlement of new immigrants, immigrant service organizations provide a range of services and opportunities for both formal and informal learning. These organizations, however, also act as liminal spaces in which the women who access their services may renegotiate identities, create new knowledge and forge new conceptions of community. The purpose of this article is to present an analysis of the data from two organizations which were sites for a larger research project designed to explore the formal and informal learning processes in immigrant service organizations. The data for this study was collected through client interviews and participant observation of formal and informal learning activities at two immigrant service organization that provide settlement, educational and support programs and services for immigrant women.

scholarly journals Learning to stay employable

2018 ◽  
Author(s):  
Dominik Emanuel Froehlich ◽  
Simon Beausaert ◽  
Mien Segers ◽  
Maike Gerken
Keyword(s):  
Informal Learning ◽  
Indirect Effects ◽  
Learning Activities ◽  
Chronological Age ◽  
Cross Sectional ◽  
Mediation Effects ◽  
Older Employees ◽  
Welfare Systems ◽  
Formal And Informal Learning ◽  
The Relationship

Purpose – The purpose of this paper is to examine the effects of chronological age and formaland informal learning activities on employability. Furthermore, indirect effects of age on employabilityvia learning activities were tested.Design/methodology/approach – The authors conducted quantitative, cross-sectional surveyresearch (n¼780) in three Dutch and Austrian organizations to study the relationship betweenchronological age, formal and informal learning activities, and employability using structural equationmodeling.Findings – The authors find that both formal and informal learning increase employees’ employability.However, each type of learning contributes to different components of employability. Additionally, theauthors find indirect effects of chronological age on employability via formal learning.Research limitations/implications – The results question the focus on chronological age inorganizational and political decision making and contribute new insights for the management of anincreasingly older workforce.Practical implications – The findings question the predominant use of chronological age asdecisive criterion in organizational and national policies and call for closer examination of stereotypesagainst older employees. Employees should be supported in pursuing learning activities – irrespectiveof their chronological age. The implications of limiting employees’ access to formal learning activitiesmay limit their future employability. Individual employees, however, are in control of their informallearning activities, and this is a very important lever to maintain and develop employability.Social implications – Given the increasing dependency of social welfare systems on older people’sactive participation in the labor market, this study stresses that it is not chronological age per se thataffects people’s employability. This diverges from the way of how chronological age is used in policymaking.Originality/value – This study contributes further evidence for the relationships of age and formaland informal learning on employability. Additionally, it extends previous literature by examiningdifferent effects on different facets of employability, criticizing the prevalent use of chronological age,and investigating potential mediation effects.

scholarly journals Education–Job Fit and Work-Related Learning of Recent Graduates: Head Start or Filling a Gap?

2020 ◽  
pp. 089484532090478
Author(s):  
Ilke Grosemans ◽  
Katrien Vangrieken ◽  
Liesje Coertjens ◽  
Eva Kyndt
Keyword(s):  
Head Start ◽  
Informal Learning ◽  
Learning Activities ◽  
Job Fit ◽  
Work Related ◽  
Learning At Work ◽  
Formal And Informal Learning ◽  
Recent Graduates ◽  
First Job ◽  
The Relationship

Graduates’ education and its alignment with the first job are of key influence on graduates’ career. It is argued that education–job fit affects work-related learning, which is important for recent graduates to cope with the demands of their new job. Theoretically, two (contradicting) processes have been put forward describing the relationship between education–job fit and work-related learning: Whereas the complementing hypothesis argues that work-related learning builds on existing competences, the substituting hypothesis assumes that work-related learning compensates in case of misalignment. These hypotheses were assessed by identifying latent fit profiles of recent graduates ( N = 779) and comparing differences regarding work-related learning. Four distinct profiles were identified: full fit, horizontal fit, vertical fit, and full misfit. Results supported the complementing hypothesis, arguing that learning at work complements what was learned during higher education. Furthermore, this study demonstrated how fit profiles differently influence formal and informal learning activities.

scholarly journals Engaging Faculty in Professional Development: Lessons From Bangladesh

2019 ◽  
Vol 9 (2) ◽  
pp. 124
Author(s):  
Mohammad Omar Shiddike ◽  
Asif Ali Rahman
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Learning Activities ◽  
Faculty Engagement ◽  
Self Awareness ◽  
Student Interactions ◽  
Formal And Informal Learning ◽  
Academic Publications ◽  
Teaching Curriculum ◽  
Faculty Student Interactions

Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.

scholarly journals Teachers views' on awareness of environmental acquiring in informal learning environments: The sample of Kocaeli Science Houses)

2013 ◽  
Vol 3 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Ragıp Çavuş ◽  
Ünsal Umdu Topsakal ◽  
Aysun Öztuna Kaplan
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Analysis Method ◽  
Informal Learning Environments ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Formal And Informal Learning ◽  
School Learning ◽  
Out Of School

The aim of this study is to determine the teachers' view about getting students be aware of awareness of environmental according to the activities in Science Houses. 15 Science and Technology teachers working in Kocaeli Science House participated to the search which has been carried out in 2011 - 2012.In this research fenomological approach has been applied. Purposeful sampling is used. Semi-structure interviews and open-ended question forms which were prepared by the researchers and checked by experts were applied as data collection tools. Content analysis method is used for data analyzing.Teachers who participated in this study emphasized the importance of out of school learning environments and also Science Houses' activities for awareness of environmental. Furthermore they added that formal and informal learning activities should be together and teachers should take students to the out of school learning environments.When the literature is examined it is seen that informal and formal leaning areas are both important for awareness of environmental. In this research views of teachers working in out of school learning environments about the activities and students' awareness of environmental are investigated according the literature. As a result of this study it is found that out of school learning environments are important for awareness of environmental and these areas and their activities should be increased. It is hoped that this research will help the investigators who want to study about out of school learning environments.

scholarly journals Workers’ Power and Intentional Learning among Non-managerial Workers

2008 ◽  
Vol 63 (1) ◽  
pp. 30-56 ◽  
Author(s):  
David W. Livingstone ◽  
Milosh Raykov
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Workplace Learning ◽  
Secondary Analysis ◽  
Learning Activities ◽  
Intentional Learning ◽  
Positive Effects ◽  
Formal And Informal Learning ◽  
Managerial Employees ◽  
Workplace Authority

This paper explores relations of workers’ power, in terms of unionization and delegated workplace authority, with incidence of participation in adult education and job-related informal learning activities. Empirical analysis is based primarily on the first Canadian survey to document both aspects of workers’ power and both formal and informal learning. Prior inconsistent research on unionization and adult education is critically reviewed. The current study focuses on non-managerial employees between 25 and 64. The findings of this 2004 survey, as well as secondary analysis of other relevant surveys, confirm that union membership is consistently positively related to both participation in adult education and some informal learning topics. Delegated workplace authority also has positive effects on both adult education and some informal learning topics. While delegated workplace authority is not related to unionization, their positive effects on workers’ intentional learning are additive. Implications of these findings for further research and optimizing workplace learning are discussed.

scholarly journals Learning to stay employable

2014 ◽  
Vol 19 (5) ◽  
pp. 508-525 ◽  
Author(s):  
Dominik Emanuel Froehlich ◽  
Simon Beausaert ◽  
Mien Segers ◽  
Maike Gerken
Keyword(s):  
Informal Learning ◽  
Indirect Effects ◽  
Learning Activities ◽  
Equation Modeling ◽  
Chronological Age ◽  
Formal Learning ◽  
Mediation Effects ◽  
Content Type ◽  
Older Employees ◽  
Formal And Informal Learning

Purpose – The purpose of this paper is to examine the effects of chronological age and formal and informal learning activities on employability. Furthermore, indirect effects of age on employability via learning activities were tested. Design/methodology/approach – The authors conducted quantitative, cross-sectional survey research (n=780) in three Dutch and Austrian organizations to study the relationship between chronological age, formal and informal learning activities, and employability using structural equation modeling. Findings – The authors find that both formal and informal learning increase employees’ employability. However, each type of learning contributes to different components of employability. Additionally, the authors find indirect effects of chronological age on employability via formal learning. Research limitations/implications – The results question the focus on chronological age in organizational and political decision making and contribute new insights for the management of an increasingly older workforce. Practical implications – The findings question the predominant use of chronological age as decisive criterion in organizational and national policies and call for closer examination of stereotypes against older employees. Employees should be supported in pursuing learning activities – irrespective of their chronological age. The implications of limiting employees’ access to formal learning activities may limit their future employability. Individual employees, however, are in control of their informal learning activities, and this is a very important lever to maintain and develop employability. Social implications – Given the increasing dependency of social welfare systems on older people's active participation in the labor market, this study stresses that it is not chronological age per se that affects people's employability. This diverges from the way of how chronological age is used in policy making. Originality/value – This study contributes further evidence for the relationships of age and formal and informal learning on employability. Additionally, it extends previous literature by examining different effects on different facets of employability, criticizing the prevalent use of chronological age, and investigating potential mediation effects.

scholarly journals VALIDATION OF LEARNING OUTCOMES GAINED OUTSIDE ACADEMIA: A LITHUANIAN CASE OF PORTFOLIO TRAINING

2017 ◽  
Vol 2 ◽  
pp. 397
Author(s):  
Nijolė Burkšaitienė ◽  
Jolita Šliogerienė
Keyword(s):  
Informal Learning ◽  
Learning Outcomes ◽  
Mixed Method ◽  
Writing Skills ◽  
Relevant Information ◽  
Metacognitive Strategies ◽  
Mutual Understanding ◽  
Formal And Informal Learning ◽  
New Knowledge ◽  
Validation Procedure

The article reports the results of the investigation into adults’ views of the portfolio training provided to them by a university before validation of their non-formal and informal learning. This is a mixed-method investigation conducted with the participation of 70 adults with the main aim to establish effectiveness and usefulness of the portfolio training from the adults’ perspective. The research results showed that the training was effective and useful. The participants considered that due to the training their CV writing skills improved, the awareness of the process of validation of non-formal and informal learning and of the participation requirements increased, as well as the ability to develop one’s portfolio of non-formal and informal learning was developed. The results of the participants’ feedback responses revealed five major categories of usefulness, including relevant information, abilities developed during the training, new knowledge gained during the training, the use of metacognitive strategies, and practical value of the training. The research contributes to the literature in that it increases our understanding of what adults view as relevant with regard to institution-provided support before the validation procedure of their non-formal and informal learning, which may lead to a better mutual understanding and result in adult success.

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