This phenomenological study explores critical issues related to participation in human resource development (HRD) interventions. Specifically focusing on master of business administration (M.B.A.) training programs in China, we conducted in-depth individual interviews with twelve middle-level managers to understand their perceptions and experience of this academic program during the country's recent transitional period. The findings suggest that HRD participation in a specific transitioning cultural context may present features that have not been explored by previous learning participation studies in either HRD or adult education. In the light of the transitioning nature of the Chinese cultural context, we derived three propositions for future research on HRD learning participation. Practical implications for learning participation are also drawn based on the results of the study.Learning participation is a multidimensional decision process involving program selection, engagement, and completion of a learning activity by a given employee in organizational settings (Wang & Wang, 2004). Employee participation in learning interventions has significant implications for organizational management as well as theory building in human resource development (HRD). To be effective and achieve their intended organizational outcomes, HRD learning interventions depend on employees' full participation and engagement. However, unlike its counterpart in adult education research, employee participation in HRD interventions has received limited attention from researchers except a few empirical studies in management and industry and organization (I/O) psychology literature (Hicks & Klimoski, 1987;Maurer & Tarulli, 1994;Noe & Wilk, 1993). As a result, there is only sparse literature to help us understand why employees participate in HRD interventions and what their experience feels like and means to them.This study explores learning participation from a management development (MD) perspective for two reasons. First, MD is a core component of HRD (Brewster, 2004). In fact, continuing radical environmental and organizational changes have precipitated a search for a more strategic and integrated model of developing individuals who lead and manage organizations (Garavan, Barnicle, & O'Suilleabhain, 1999). Within this changing context, MD is viewed as a major driver and facilitator of change and adaptation (Beddowes, 1994;Storey, 1989aStorey, , 1989b and the key to organizational renewal (McClelland, 1994). Second, while the importance of MD to organizational effectiveness and success is increasingly recognized (Brewster, 2004;Mabey, 2004; Peteraf, 1993;Wright, Dunford, & Snell, 2001;Youndt, Scott, Dean, & Lepak, 1996), considerable debate exists among academics and practitioners on the value and impact of MD interventions, as reported by a number of empirical studies (Luoma, 2005;Meldrum & Atkinson, 1998;Winterton & Winterton, 1997).
Problem: The Case of ChinaThis study is situated in the context of the People' s Republic of China. China ...