Is the grass greener on the other side? Experiential learning, lifelong learning and career shift

Graff, Jens

doi:10.1108/10748121211202099

Cited by 6 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings challenge the notion of an individual having a 'job for life', a conclusion that is supported by multiple other studies and policies premised on career as a lifelong process that is subject to constant change (see, for example, Graff 2012;Marchi 2011;MCEECDYA 2010;McMahon & Tatham 2008;Noworol 2011;and Savickas 2012). These findings, however, may be a function of the inclusion of specific professionals in this study.…”

Section: Methodological Issuescontrasting

confidence: 52%

Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

Turner¹

View full text Add to dashboard Cite

Historically, career was understood to be a static, linear concept concerned primarily with paid employment. More recently, broader conceptualisations of career have extended its meaning to incorporate all aspects and roles of an individual's life and to acknowledge its inherently complex, individual, dynamic and contextual nature. Change, now recognised as a key characteristic of career, underpins choice-making processes, which are influenced by a range of factors, including broad contextual issues like labour market trends, in addition to more personal concerns such as family circumstances. This thesis explored the career trajectories of early career professionals (ECPs) employed in the Health Care and Social Assistance (HCSA) industry. Specifically, the aims of the study were to investigate how ECPs describe their career trajectories and account for their careerrelated choices, to identify important attractors and deterrents in relation to career-related choices, and to explore the relevance and usefulness of chaos theory to this topic.In particular, the author sought to understand how the career trajectories of ECPs develop in the context of complex systems including the family, organisations and the broader society. The conceptual approach chosen for its potential to capture this complexity was chaos theory. Three principles of chaos theory were explored. First, chaotic systems change with time and are characterised by randomness and variation. Second, they are sensitive to initial conditions. Finally, their functioning and level of change is affected by several types of attractors.The context of this study was Queensland's non-government mental health sector (NGMHS).Challenges currently facing the broader mental health sector include inadequate responses to consumer needs, difficulties in recruiting and retaining skilled mental health professionals, an ageing workforce, and increasing reliance on non-government organisations (NGOs). Early career professionals employed within Queensland's NGMHS were chosen as the subjects of this study for their documented characteristics, which include high career mobility, variable work readiness, overand under-qualifications, and disparities between their expectations and the realities of employment.Their potential to both exacerbate and to counter challenges faced by Queensland's NGMHS made focusing on these ECPs compelling. Recent calls for Australia to enhance its long-term economic sustainability in the global context by concentrating more on developing the service economy, rather than the commodities sector, provided added impetus for this study.A qualitative, exploratory methodology was adopted. The research design involved a two-phase study consisting of concept maps and individual autobiographical interviews. Participants comprised 25Page 2 of 309 ECPs who had completed university studies in the five years prior to 2012 and who were employed in Queensland's NGMHS. Data were analysed thematically, using both inductive and deductive approaches.Early career ...

show abstract

Section: Methodological Issuescontrasting

confidence: 52%

Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

Turner¹

View full text Add to dashboard Cite

show abstract

“…Di abad ke 21, konsep belajar sepanjang hayat menjadi salah satu pengaruh dalam berbagai kebijakan di setiap negara (Barros, 2012;Chen & Liu, 2019;McCombs, 2010;Narushima et al, 2018;Todd & Tedd, 2000). Bukan hanya sebagai kebijakan negara, tetapi tren belajar sepanjang hayat semakin dekat dengan kehidupan masyarakat (Graff, 2012).…”

Section: Hasil Dan Diskusi 1 Belajar Sepanjang Hayatunclassified

“…Meskipun mereka telah melalui fase pembelajaran yang jelas seperti mengikuti pelatihan atau pendidikan nonformal lainnya (Buntat et al, 2013). Apalagi jika pembelajaran terjadi di luar konsep pendidikan dan pelatihan (Barros, 2012;Graff, 2012). Karena proses belajar bisa terjadi secara mandiri, baik terdorong oleh motivasi dalam diri sendiri maupun faktor eksternal (Neelam et al, 2020).…”

Section: Hasil Dan Diskusi 1 Belajar Sepanjang Hayatunclassified

Memupuk Keberaksaraan: Berinovasi Dalam Perspektif Belajar Sepanjang Hayat

Mustakim

Sulistiono

Saripah

et al. 2021

J. Community Education

View full text Add to dashboard Cite

Many studies have suggested the relationship between innovation and lifelong learning that are interrelated. However, it is still difficult to find research that takes the viewpoint of innovation as an implication of a lifelong learning process which cultivates literacy. By collecting conceptual literatures on innovation and lifelong learning, this article aims to provide a perspective view of the concept of lifelong learning in innovation. This article also contributes to encourage adults to have the mindset to always learn without being limited by space and time in creating innovation so as to avoid being illiterate again. The findings of this article suggest the idea that innovation can create learning processes. Even in the learning process, it can have implications for innovation. In the future research requires a significant amount of time to examine various perspectives and conceptual issues related to innovation seen in the perspective of lifelong learning.

show abstract

“…The United Nations declared 2005-2014 the Decade of Education for Sustainable Development (UNESCO, 2003;Wals, 2014). Surveys of human resource managers show that employee education opportunities are needed because new responsibilities for sustainability are being integrated into existing position descriptions (Graff, 2012;SHRM, 2010;Willard et al, 2010). Thus, undergraduate students, graduate students and working professionals need and seek education and professional development in sustainability topics.…”

Section: Introductionmentioning

confidence: 99%

International field experiences promote professional development for sustainability leaders

Hull

Kimmel

Robertson

et al. 2016

International Journal of Sustainability in Higher Education

View full text Add to dashboard Cite

Purpose – This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach – Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey. Findings – Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement. Practical implications – The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China. Originality/value – These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.

show abstract

Is the grass greener on the other side? Experiential learning, lifelong learning and career shift

Cited by 6 publications

References 17 publications

Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

Memupuk Keberaksaraan: Berinovasi Dalam Perspektif Belajar Sepanjang Hayat

International field experiences promote professional development for sustainability leaders

Contact Info

Product

Resources

About