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Volunteers for Learning: A Study of the Educational Pursuits of American Adults.
... The first categorization of barriers was made by Johnstone and Rivera (1965), who divided barriers into two broad categories: situational or environmental and dispositional or internal barriers. Situational barriers refer to the external factors that affect adults (Merriam & Caffarella, 1999;Scanlan, 1986). ...
... Barriers belonging to the above category are mentioned more often than the other two categories, in particular, the barrier of "lack of time" and "participation cost". A finding that is in complete agreement with the literature (Cross, 1981;Darkenwald, 1984;Johnstone & Rivera, 1965;Karalis, 2021;Katjimune, 2011;Massing & Gauly, 2017;Scanlan & Darkenwald, 1984). ...
... In the present study, "participation cost" is included in the category of situational barriers. This is consistent with Charner and Fraser (1986), Cross (1981), Johnstone and Rivera (1965), and Hayes (1988and Hayes ( , 1989, whereas in contrast to Hovdhaugen and Opheim (2018) and Karalis (2017Karalis ( , 2021, which categorized "cost" as an institutional barrier. Respectively, the barrier of "transportation difficulties" in the present survey was classified as a situational barrier, in Karalis's survey (2017) as institutional and in Charner and Fraser (1986) as structural. ...
Surveys that examine the perceptions of employees regarding lifelong learning in Greece reveal that employees have a positive attitude towards education and also indicate that about 70% of the working population showed intention to participate in some form of continuing education. However, the participation rates of Greek employees in educational programs are below the European average. At this point, it is worth noting that little is known regarding the barriers that prevent them from participating. In this light, the present study is the first attempt to investigate both individual barriers and barrier categories of employees' participation in Greece. Survey data were collected using a questionnaire. The results of the present study revealed four categories of barriers. Of these, situational barriers gathered the highest average, followed by institutional: state/institute barriers and, institutional: working environment and, to a lesser extent, dispositional barriers. In particular, the three main barriers faced by employees were the "lack of time due to work obligations", the "participation cost", and the "lack of time due to taking care of children." In addition, the categories of barriers were found to be related to three of the four demographic variables examined: gender, employment status, and occupation, which were independent of age.
... Historically, many authors formulated models attempting to resolve what causes non-participation in AET. Earlier conceptions focus mainly on socio-psychological factors related to involvement in AET, such as motivation (Boshier, 1971;Johnstone & Rivera, 1965;Rubenson, 1977), deterrents (Darkenwald & Valentine, 1985) or barriers to organised learning opportunities (Cross, 1981), while later models turn their attention from the individual to structural determinants which lower chances of different social groups to participate in AET. Some authors from this theoretical camp have focused on the welfare state system or skill-formation regime (Dämmrich et al., 2015;Rubenson & Desjardins, 2009). ...
... Moreover, according to Kjell Rubenson (2011) and Sissell Kondrup (2015) non-participation cannot be explained simply by postulating a lack of motivation or by pointing to the existence of barriers. The premise of lack of motivation in some earlier studies (Johnstone & Rivera, 1965) is based on the assumption, that beyond motivation, there are no other objective reasons for individuals to not participate in AET. The premise emphasising barriers to education (Cross, 1981), on the other hand, is based on the erroneous assumption that adults do not participate in AET simply because they face external barriers that prevent them from doing so even though they want to. ...
... The second reason can be described as a different understanding of the function of AET. Education is not considered a value in itself, it is instead seen through the lens of instrumental rationality as it should primarily serve to gain employment (Johnstone & Rivera, 1965). For this reason, people with lower qualifications are only willing to participate in AET when they need to get a job, or their job is at risk (Hayes & Darkenwald, 1990). ...
The study deals with strategies for legitimising non-participation in adult education and training (AET) in groups of people with the lowest levels of participation: low-educated workers, retired individuals and people on parental leave. It aims to identify and describe strategies for legitimising non-participation. Results are based on extensive qualitative research focused on mapping the situational determinants of non-participation in AET. For this purpose, a total of 53 semi-structured interviews were conducted and analysed. Through generic coding procedure, four key strategies were identified: (1) commitment to lifelong learning; (2) preference of experience over theoretical knowledge; (3) preference of complete dedication and (4) mobilisation of past educational experience. Each group of adults has a distinct way of using the strategies to justify their non-participation. The findings contribute to our knowledge of situational rationality that is used in decision-making regarding participation in AET.
... There appears to have been little change between the 1960s and the 1990s in the socio-demographic characteristics of those who tend to participate (Johnstone & Rivera, 1965;Cross, 1981;Darkenwald & Merriam, 1982;Jennings, 1996;Kapsalis, 1996;deBroucker, 1997;Doray & Arrowsmith, 1997). ...
... Within this general social context, numerous more specific barriers to participation in adult education programs continue to be identified by individual adults. Prior empirical research has found that many of these factors pose significant obstacles (see Johnstone and Rivera, 1965;Cross, 1981;Courtney, 1992;Quigley, 1997). Much of the research on perceived barriers shows that situational barriers are mentioned more often as deterrents than perceived institutional or dispositional factors. ...
... Lack of time is mentioned as a barrier most often by younger males with higher incomes, and by those who work full-time. Family responsibilities and cost of day care are problems for younger people, especially women (Johnstone & Rivera, 1965;Cross, 1981;Darkenwald & Merriam, 1982;Cookson, 1986;Courtney, 1992;and Rubenson & Xu, 1997). A partial assessment of the interrelations of background and personal situational factors among course non-participants is provided by the AETS survey data, based on several standard economic and demographic characteristics and frequently identified perceived barriers. ...
... The following are some of the key findings of this research. First, it has pointed to the existence of a "great divide" between educational participants and non-participants within the adult population (See, for example, Aldridge & Tuckett, 2001, 2003Bird & Fenwick, 1981;Johnstone & Rivera 1965;OECD,"2000;Sargant, 2000;Sargant, Field, Francis, Schuller, & Tuckett, 1997;Tight, 1998;Tobias, 2007). ...
... In addition, the findings of these surveys, along with many other studies (See for example Carp, Peterson, & Roelfs, 1974;Johnstone & Rivera, 1965;London/ Wenkert & Hagstrom, 1963;London & Wenkert, 1964;OECD, 1979b), point to close links between type of occupation in the labour market and people's participation in education and training. For example, the ETS survey found that 59% of professional and technical workers had participated, as compared with the following: ...
This article examines differences between employed men and women in participation in further education and training activities after accounting for factors such as age, literacy, income and time in education measured by the Adult Literacy and Life-skills (ALL) survey. This large-scale international survey was conducted in New Zealand in 2006 and its distinguishing feature is that it directly measured the English literacy of its 7131 respondents. We use socio-demographic and educational participation information collected by the ALL survey to construct a logistic regression model describing recent participation in further education and training activities among the employed. After controlling for other factors, there were significant differences in the patterns of participation in further education and training activities between employed men and women. In addressing the question of gender differences among the employed, we uncover strong relationships between possession of a tertiary-level education and participation in further education and training activities. Keywords: Gender and further education, participation in education, education and employment.
... Literatür taramasıyla öğretmenler üzerine yapılmış araştırmalardan elde edilen bilgiler ışığında, cinsiyet değişkeninin öğretmenlerin yaşam boyu öğrenme eğilimlerini etkilemediği görülmektedir (Ayaz, 2016;Altın, 2018;Yaman, 2014;Özden, 2019). Johnstone (1963)'un yapmış olduğu araştırmaya göre iki grupta eşit oranda yaşam boyu öğrenmeye eğilimli görülmektedir. ...
... But her comments have the vigour of underlying truth. Many adult participants in education are, to quote the title of a famous American book, Volunteers for Learning (Johnstone and Rivera 1965). For them, embarking on a course of study is a matter of choice, the result of conscious decision and the subject of justifi cation to oneself and to others-and the justifications to self, spouse, friends, workmates, course providers may all be slightly different. ...
... The complex nature of participatory behaviour makes it impossible to make generalizations from one group of health professionals to another. Of the demographics found to affect participatory behaviours, highest educational attainment has been the most cited demographic in the literature as a predictor of participatory behaviour [19,[20][21][22][23][24][25][26][27]. One of the most recent paper found on the topic [28] examined the quality and consistency of post registration training and development for extended role activities Factors Affecting Radiographers' Professional Lifelong Training Attitudes 21 undertaken by radiographers. ...
The main objective of this paper is to study the factors that affect the creation of appropriate conditions and trends in scientific training, lifelong learning and professional development of radiology technicians-radiographers, aiming to devise specialized training programs to meet the needs of each group. The research was based on questionnaires distributed to 130 technicians-radiographers who work in three representative hospitals, a public one, a private and one based on a University in the same health district. Data analysis has led to a number of conclusions related to age groups, gender, professional experience, general education level of the respondents and other factors. The main conclusion of the research is that there is virtually no real interest in additional scientific training because of several endogenous reasons mainly related to the education system and the lack of commercial incentives.
... As far as the motivations and interests of this group are concerned, it is worth noting the following, as Johnstone & Rivera (1965) point out: wanting to be better informed, preparing themselves to perform new funcions, improving their skills, increasing their knowledge, relating to new people, escaping from routine, obtaining a diploma, and even filling in free time. Although the motivational starting point is essential in the teaching-learning process, we have strategies to promote motivation toward learning: emphasise the value and importance of the training action, taking tests as a way of verifying the progress made during the training, presenting issues in such a way that they arouse interest, using collaborative strategies, generating curiosity, linking the content to the most personal part, presenting paradoxes for discussion, helping trainees to pose their own challenges, offering constant feedback, teaching by example, stimulating the metacognitive awareness of learning processes (Entwistle 1998); as we shall see, the results of some of these strategies are incorporated in the training experience presented in this article. ...
This research aims to show the impact of training actions on restorative practices in a group of teachers who were not well versed in this issue. The purpose was to find and compare the views the training attendees had beforehand and upon completion about conflicts and how to tackle them. At the same time, the intention was to analyze the role training strategies played in changing attitudes.
This chapter lays the groundwork for an in-depth examination of Adult Learning Systems (ALSs) in four Central European nations—the Czech Republic, Slovakia, Hungary, and Poland—from 1989 to 2019. It draws on their common post-socialist heritage and processes of European Union integration to analyse these systems. The chapter outlines the book’s objective to unpack the dynamics of ALSs, scrutinising how factors such as institutional frameworks, patterns of participation, and barriers influence participation in adult education and training. It critiques existing ALSs typologies for their inadequacy in capturing country-specific variations. Furthermore, the chapter highlights the role of organised adult learning in bolstering economic competitiveness and social inclusion, defines ALSs, addresses participation constraints, and proposes a spatial-temporal analytical framework. The discussion concludes by underscoring the necessity of understanding the formation pathways of ALSs systems alongside recent societal shifts impacting Central European countries.
This study aimed to understand the factors that deter immigrants from participating in Korean language programs in South Korea by finding the underlying structure of the deterrents. A new instrument with 39 items that measures adult immigrants’ deterrents to participation in Korean language programs was developed. In total, 267 responses were collected, and 170 complete useable responses were analyzed. A series of statistical analyses revealed that the lack of time was the most compelling reason for nonparticipation. In addition, three latent dimensions of deterrents to participation were discovered: negative attitudes, social isolation, and competing demands. The factors were compared with the findings from previous research and implications for theory and practice were suggested.
This article discusses the barriers to prison education from a Tanzanian perspective. The paper addresses one major research question, “What are the barriers to prison education in the Tanzanian context?”. This qualitative study employed a multiple-case study design, which involved 51 participants, including 28 inmates, six (6) inmate-teachers, 14 prison officers from five prisons, two (2) representatives from the Institute of Adult Education and a District Adult Education Officer. The data were mainly collected through individual and focus group interviews. Focus Group Interviews were employed to collect information from some inmates who were available in groups. Data from the rest of the participants, including some inmates, were collected through Individual Interviews. Thematic analysis was used to process the data. The study found two main categories of barriers – the prison and imprisonment situation and dispositional – that inhibited participation in prison education. The findings suggest that most prisoners were affected by the barriers associated with the “prison and imprisonment situation”; a few were affected by dispositional barriers. It is suggested here that Tanzania should do more to improve prisoners’ access to education in tune with global tendencies to widen participation amid marginalised populations.
Pour les adultes, l’accès à la formation reste inégalitaire dans de nombreux pays. Habituellement traité, en France notamment, sous l’angle de la difficulté pour certaines populations (au regard d’un certain nombre de caractéristiques sociologiques) d’accéder à la formation, il est abordé comme variable explicative de la non-participation à la formation. Ce texte se propose, à travers le concept d’« obstacle à la formation », développé plutôt dans le monde anglo-saxon, de montrer que la non-participation à la formation relève de problématiques plus larges. Ce changement de perspective permet de prendre en compte tout à la fois la difficulté des individus à participer à la formation, mais également celles des organisations à favoriser cette participation. Ce déplacement de focale permet de mieux articuler les problématiques individuelles et organisationnelles, d’en comprendre les ressorts et les conséquences, de mieux identifier et catégoriser ces obstacles... permettant ainsi l’accès d’un plus grand nombre à la formation. Une typologie d’obstacles à la formation en entreprise est alors proposée à partir de l’ensemble des travaux qu’il est possible de trouver sur cette question.
Im deutschsprachigen Raum fehlt es an gezielten präventiven Maßnahmen für Kindergartenfachkräfte, um das Emotionswissen von Kindern kontextsensibel und alltagsintegriert über die Sprache in Routinesituationen zu fördern. Diese Lücke soll durch die Entwicklung und Evaluation eines Emotionswissen-Trainings (Em:-)s) für Kindergartenfachkräfte geschlossen werden.
This study compares the self-directed learning (SDL) practices of baccalaureate (40) and master's (40) nurses. Using a personal interview format, nurses were queried as to the number and nature of their SDL projects. Based on the study data, nurses spend a greater portion of their SDL time on professional area content. Respondents indicated they spend an average of 313 hours per year on independent learning projects with 217 of those hours on professional topics. Master's-prepared nurses spend more time per year (398 hours) and slightly more time on professional content (71%) compared to the time baccalaureate-prepared nurses spend per year (230 hours) on professional content (67%). Implications for nursing education are identified with respect to learner motivation and accessibility of materials.
Continuing education literature is replete with disagreement and confusion regarding the value and methods of conducting needs assessments for nurses. Literature that describes the usefulness of needs assessment ranges from fuzzy rhetoric to sound empirical studies of learners' needs. Sorting through the numerous articles is a difficult and tedious task for the continuing education planner. In addition, the lack of consistency in the writings makes comparison of needs assessment findings onerous. This article presents a synthesis and critical analysis of the needs assessment literature in nursing. One hundred and thirty-two articles and books were reviewed, and four major themes emerged from the analysis.
Old Dominion University Library staff recently implemented a self-directed staff training program after a succesful six month pilot project by two units in the Library. Influenced by similiar programs at other libraries, the plan is voluntary and collaborative. Its primary objectives are to assist employees with developing the skill sets necessary to meet 21st century library challenges.
Purpose
– The liberal arts hobby is a leisure pursuit that entails the systematic and fervent pursuit of knowledge for its own sake. The purpose of this paper is to introduce the liberal arts hobby as a setting for information behavior research.
Design/methodology/approach
– The method of interdisciplinary translation work is used to relate existing research from the specialties of leisure studies, adult education, and information behavior. Drawing from leisure studies, the liberal arts hobby is presented within the context of the serious leisure perspective, a theoretical framework of leisure. Also, relevant research.
Findings
– The basic informational features of the liberal arts hobby and adult learning project are discussed in terms of three issues of current interest within information behavior scholarship. The issues are: first, social metatheory and the ideal level of analysis; second, time and information behavior; and third, information behavior in pleasurable and profound contexts.
Research limitations/implications
– Research into everyday life, serious leisure and hobbies is extended and methodological tools are provided.
Practical implications
– Information professionals, such as public librarians or systems designers, will have a better understanding of the information experience of a popular hobby group and be better able to meet their information needs.
Social implications
– Awareness and understanding of the liberal arts hobby will be increased across the field of information science, thereby creating a better alignment between the field and society.
Originality/value
– The paper is the first to establish an interdisciplinary starting point for information behavior research in the liberal arts hobby.
Reports on an investigation which identified a number of barriers which deter some hospitality industry employees from taking advantage of formal study opportunities. These barriers, which are categorised as informational, situational, financial, institutional or dispositional, need to be examined further if we wish to capitalise on those employees with existing skills in the workforce and develop them to their maximum potential in order to provide a highly educated workforce capable of supplying the standards of service required for continued growth within the sector. Among the implications of this study is a suggestion that tertiary institutions increase access for these potential students by modifying existing arrangements to cater to their special needs. In so doing, institutions might be able to increase the number of experienced industry personnel in their student population, thus enhancing their contribution to the future development of the industry.
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