Culture: The Link to Learning Transfer

2021 ◽  
pp. 104515952110079
Author(s):  
Corinne Brion
Keyword(s):  
Multinational Corporations ◽  
Professional Learning ◽  
Qualitative Data ◽  
Learning Transfer ◽  
Educational Institutions ◽  
Multidimensional Model ◽  
Transfer Phenomenon ◽  
New Knowledge ◽  
Innovative Model ◽  
Transfer Models

Organizations worldwide spend large amounts of money and resources on developing their employees, yet the money invested in professional learning (PL) yields low to moderate results at best. Because culture is a predominant force in people’s life, multinational corporations and other institutions should take culture into account at every stage of the PL process or they will not obtain the desired return on their investments. Despite the numerous studies on learning transfer, practitioners continue to experience challenges when it comes to altering their practices and generate better outcomes. Scholars have not yet fully taken into consideration culture when developing learning transfer models. Although some learning transfer models address transfer climate as an enhancer or a hindrance to learning transfer, none have considered the overall influence of culture on the transfer phenomenon. This article proposes a culturally grounded multidimensional model of learning transfer (MMLT). The MMLT is designed to assist practitioners and PL organizers before, during, and after the PL event. This innovative model aims at enhancing the implementation of new knowledge, skills, or behaviors in the workplace. The MMLT is based on qualitative data collected and analyzed over 6 years in educational institutions in five African nations. The model is relevant to any organizations across sectors whose aspirations are to maximize learning transfer and obtain a return on their investments that would in turn positively affect organizations’ outcomes.

Understanding the Process of Transfer of Training in a Military Context

2017 ◽  
Vol 19 (1) ◽  
pp. 101-112 ◽  
Author(s):  
Khalil Dirani
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Transfer Of Training ◽  
Learning Transfer ◽  
Military Training ◽  
Training Transfer ◽  
Transfer Factors ◽  
Factors Affecting ◽  
Civilian Workforce ◽  
Transfer Models

The Problem The learning transfer literature is mainly concerned with understanding what transfer of learning is, factors affecting the transfer, and measurements of transfer factors. Researchers have identified variables likely to foster transfer such as supervisor and peer support, role ambiguity, negative change, job stress, intrinsic and extrinsic incentives, relevance of training content, goal-setting posttraining interventions, and self-efficacy, among others. Traditional learning transfer models such as Baldwin and Ford model or the Learning Transfer System Inventory (LTSI) are frequently used to measure factors affecting transfer of training and to help human resource development (HRD) practitioners move beyond the question of whether training works to why training works. Transfer models over the past 20 years have been used to assess transfer systems, including factors at the individual, group, and organization levels, that influence transfer of training to job performance. However, little space has been dedicated to the process of transfer and factors associated to transfer in a military context, and little attention has been given to understanding other factors, not included in traditional transfer models in assisting veterans’ transition from the military to civilian workforce. The Solution This work used self-reported data from military-turned-civilian employees who were interviewed to understand the process of training transfer and to learn about the extent they were able to transfer the skills and knowledge learned in military training to their workplace. The study explored factors likely to influence training transfer from military learning cultures to civilian organizations. Results provided a better understanding on how HRD scholars and practitioners can work with, and prepare, individuals to successfully transition from a military life to the civilian workforce. A variety of individual and organizational themes emerged from the data analysis including factors such as adult learning principles, motivation to transfer, individual and organizational engagement, and roles of veterans, peers, and supervisors. The Stakeholders Human resource and organization developers working with military contexts will find this information particularly useful as well as scholars interested in investigating the transfer of training framework.

Support of young studying compatriots abroad: expert assessment

2021 ◽  
pp. 85-90
Author(s):  
E.I. Vasileva ◽  
◽  
T.E. Zerchaninova ◽  
A.S. Nikitina
Keyword(s):  
Qualitative Data ◽  
Research Study ◽  
The State ◽  
Educational Institutions ◽  
Expert Assessment ◽  
State Support ◽  
Public Authorities ◽  
Republic Of Moldova ◽  
Public Figures ◽  
Practical Recommendations

Presented is the research in a large number of studies, devoted to the study of state policy in relation to compatriots living abroad, at the same time, today there are practically no data on the state and assessment of the state and non-state support. In this regard, the authors have classified the forms of support into two groups - state and non-state, investigate the specific features of these forms of support, and analyze their effectiveness. Empirical analysis carried out in this research study includes qualitative data from expert interviews collected in 2021. In total, 31 interviews were conducted with experts from sixteen countries (Russia, Ukraine, Republic of Kazakhstan, Republic of Moldova, Republic of Kyrgyzstan, Armenia, Tajikistan, USA, Germany, Czech Republic, Turkey, Great Britain and Northern Ireland, Cyprus, Panama, Uganda, New Zealand). Representatives of Russian and foreign public authorities, heads of the Coordination Councils of organizations of Russian compatriots abroad, heads of Russian youth public organizations abroad, heads of higher educational institutions, teachers and educators, and public figures acted as experts. In conclusion, the authors summarize the effectiveness of state and non-state support for young students of compatriots abroad, form a set of practical recommendations for improving these forms of support.

DEVELOPMENT OF COGNITIVE SKILLS THROUGH COMPUTER EDUCATIONAL GAMES

2021 ◽  
Author(s):  
Todorka Terzieva
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Process ◽  
Educational Game ◽  
Educational Institutions ◽  
Game Based Learning ◽  
New Knowledge ◽  
Subject Areas ◽  
The Relationship

This article presents the results of a study on the possibilities of computer educational games for the development of various cognitive skills for learners. The advantages they offer in the learning process are highlighted. Special emphasis is placed on the relationship between game-based learning and mental development of learners. Examples of game-based learning from leading educational institutions at different stages of the educational process are given. A prototype of an educational game with several interactive puzzles is presented. They are designed to teach students in mathematics and philology (learning a foreign language). The developed prototypes can be used to acquire new knowledge or to assess the acquisition of knowledge and skills in various subject areas.

scholarly journals THE WORLD'S OLDEST UNIVERSITY AND ITS FINANCING EXPERIENCE: A STUDY ON AL-QARAWIYYIN UNIVERSITY (859-990)

2021 ◽  
Vol 6 (1) ◽  
pp. 24-41
Author(s):  
Muhammad Nazmul Hoque ◽  
Md. Faruk Abdullah
Keyword(s):  
Significant Contribution ◽  
Historical Data ◽  
Relevant Literature ◽  
Influential Factor ◽  
Educational Institutions ◽  
Academic Quality ◽  
New Knowledge ◽  
The Individual ◽  
The University ◽  
Financing Higher Education

Al-Qarawiyyin University's independence in terms of finances had been a significant and influential factor in making it possible for the university to maintain its high quality. Therefore, this paper aims to examine and analyse the financial sources for the development and operation of this university. It reviews and analyses historical data through relevant literature and documents. Waqf played a significant role in providing financial assistance to the university's communities and in strengthening its academic quality. There were four significant types of waqf sources which were the individual fund, the collective waqf fund, the Sultan fund and the alumni fund along with different other types of charities, i.e. sadaqah. This article adds new knowledge by examining the financing experiences of the world's oldest university. It is expected that the instance of Al-Qarawiyyin University may contribute to finding out a solution for the funding crises in contemporary institutions. This review is hoped to constitute a significant contribution to scholarship in general and act as a suggestion for solving the contemporary funding crisis of higher educational institutions.   Keywords: Al-Qarawiyyin University, financing higher education, Morocco, Waqf.   Cite as: Hoque, M. N., & Abdullah, M. F. (2021). The world's oldest university and its financing experience: A study on Al-Qarawiyyin University (859-990).  Journal of Nusantara Studies, 6(1), 24-41. http://dx.doi.org/10.24200/jonus.vol6iss1pp24-41

Parenthood and civic engagement

2020 ◽  
pp. 81-108
Author(s):  
Esther Muddiman
Keyword(s):  
Civil Society ◽  
Civic Engagement ◽  
Role Model ◽  
Qualitative Data ◽  
Transition To Parenthood ◽  
Educational Institutions ◽  
Good Citizenship ◽  
The Family ◽  
Family Home

In this chapter, Esther Muddiman draws on qualitative data from interviews with 20 parents of teenagers to explore how parenthood disrupts, complements and triggers various types of civic engagement. The chapter describes how becoming a parent can limit an individual’s ability to maintain their commitment to existing voluntary activities/associational memberships, disrupting previous ties to civil society. However, it also finds that parenthood provides new opportunities for engagement, especially via educational institutions and parental networks; and that the transition to parenthood itself can lead individuals to reflect on their own relationship to society and the values that they would like to pass on to their children: the desire to role-model ‘good citizenship’ within the family home can act as a gateway for participation in civically-minded practices.

Interests Aligned but Not Integrated

2020 ◽  
pp. 134-150
Author(s):  
Howard G. Coombs
Keyword(s):  
Cold War ◽  
Professional Learning ◽  
Air Force ◽  
Graduate School ◽  
Educational Institutions ◽  
Air Force Academy ◽  
Us Air Force ◽  
The Us ◽  
Cold War Era ◽  
The Cold War

This chapter explores the inception of the USAF's two educational institutions: the Air University (AU), and the US Air Force Academy (USAFA). The chapter shows that the AU, building on the interwar experience of the ACTS (Air Corps Tactical School), was able as a graduate school to go beyond expectations by becoming a fertile hub for professional learning. Conversely USAFA by mirroring Army and Navy institutions, established an undergraduate school with a solid curriculum, if not innovative in its approach. Tied to the rise of an independent air force service, the establishment of AU and USAFA sponsored by important military figures such as Billy Mitchell and Dwight Eisenhower heralded the rise of airpower theory in the Cold War era.

Integration of Web-Based Learning into Higher Education Institutions in Uganda

2018 ◽  
Vol 13 (3) ◽  
pp. 33-50
Author(s):  
Baguma Asuman ◽  
Md. Shahadat Hossain Khan ◽  
Che Kum Clement
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Contexts ◽  
New Knowledge ◽  
Quantitative And Qualitative Methods ◽  
Analyze Data

This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general

Learning Transfer: The Missing Linkage to Effective Professional Development

2020 ◽  
Vol 23 (3) ◽  
pp. 32-47
Author(s):  
Corinne Brion
Keyword(s):  
Professional Development ◽  
Middle School ◽  
School Improvement ◽  
Learning Transfer ◽  
Educational Leaders ◽  
Multidimensional Model ◽  
Effective Professional Development ◽  
American Schools

This case study illustrates the perspectives of leaders and teachers regarding professional development and learning transfer as they relate to school improvement. The case study is set in a Midwestern middle school that is representative of many other American schools. It encourages future administrators to participate in meaningful conversations about effective professional development and learning transfer. The hope is to better understand how school leaders can plan, assess, and follow up post professional development events using a Multidimensional Model of Learning Transfer (MMLT). The case poses questions designed to prepare educational leaders to provide effective professional development for their teachers.

scholarly journals Supporting New Teachers as Designers of Learning

2020 ◽  
Vol 10 (8) ◽  
pp. 207
Author(s):  
Barbara Brown ◽  
Sharon Friesen ◽  
Jaime Beck ◽  
Verena Roberts
Keyword(s):  
Professional Learning ◽  
Professional Practice ◽  
New Teachers ◽  
Qualitative Data ◽  
Research Approach ◽  
Design Based Research ◽  
Learning Intervention ◽  
Field Notes ◽  
Supporting New Teachers ◽  
One Year

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design–enactment–reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.

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