Impacts of learning content focus and collaborative learning on university teachers’ lifelong learning

Abstract

Purpose This paper aims to reveal the current status of China university teachers’ learning content focus (LCF) and collaborative learning (CL) and empirically examine the influential effects LCF and CL play on individual pursuit of lifelong learning (LLL) by investigating the mediating role of individual psychological empowerment (PE). Design/methodology/approach Descriptive analysis and structural equation modeling (SEM), including exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and path analysis, are conducted. Findings The results of this study indicate significant direct impacts of LCF, CL and PE on university teachers’ LLL. LCF shares significant positive relationship with PE, validating the mediating role of PE between LCF and LLL. University teachers show their consciousness of learning required in professionalism and willingness to keep learning. However, the four major discrepancies: Lifelong Learning Process (LLLP) vs Lifelong Learning Behavior (LLLB), focus of professional promotion system vs that in LCF, lower levels in Self-determination and Impact (in PE) and less external partnerships, indicate the gaps between learning supports provided by university and policy designing in promoting LLL. Originality/value This study emphasizes the LLL ideology in professional development. Emphasis on university teachers’ learning within specific professional development contexts would encourage researchers to pay more attention to context-relevant factors enhancing LLL. And the four major discrepancies identified in this study deserve further investigations.

Augmenting the Teacher Effectiveness Construct: Voices of the Effective English Language Teachers From Universities in Pakistan

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Views of Academic Staff in Universities on Lifelong Learning and Adult Education

“…When the literature was reviewed, studies were found on both adult education and lifelong learning. There are also studies which discuss and evaluate the views of academic staff in universities on adult education and lifelong learning (Ayçiçek & Yelken, 2016;Edokpolor & Omiunu, 2017;Konokman, Akay, & Demircioğlu, 2015;Mora, 2001;Walczak & Kálmán, 2018;Yildrim & Akcay, 2017;Zhou & Tu, 2019). The views of academic staff working in universities on lifelong learning and adult education were found in this study.…”

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“…In view of upheavals in the business environment following the COVID-19 pandemic, organisations must respond swiftly to the "new normal" of conducting business by promoting employee lifelong learning to fill the knowledge and action gaps within the organisations. Zhou and Tu (2019) opined that many countries had unanimously agreed that lifelong learning was a significant approach in "constantly improving competent workforce…" (p. 442). Furthermore, lifelong learning was about making use of personal competences (Ozcan, 2011), and the complex interaction between humans and their surroundings (Jarvis, 2007).…”

“…The aforementioned constructs are important and relevant for an indepth study because existing literature have emphasised that quality of work life was crucial for the sustainability and effectiveness of an organisation (Bailey et al, 2017;Pruijt, 2000), led to job motivation (Yasini et al, 2011), as well as contributed to employee job performance, loyalty, and productivity (Kim et al, 2017;Nguyen et al, 2014). Additionally, employee engagement had a positive effect on employee task and job performance (Kim et al, 2012;Rana et al, 2014), while lifelong learning benefited both employees and organisations (Kyndt & Baert, 2013;Shan, 2018), as well as the overall workforce (Zhou & Tu, 2019). However, from a review of the literature, it was found that work arrangements discouraged lifelong learning in organisations (Hager, 2004), while at the same time, employee engagement at the workplace seemed to be declining, and disengagement appeared to be deepening (Bates, 2004;Richman, 2006).…”