A Self-Ethnographic Investigation of Continuing Education Program in Engineering Arising from Economic Structural Change

Autor/inn/en	Kaihlavirta, Auri; Isomöttönen, Ville; Kärkkäinen, Tommi
Titel	A Self-Ethnographic Investigation of Continuing Education Program in Engineering Arising from Economic Structural Change
Quelle	In: Studies in Continuing Education, 37 (2015) 1, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2014.983436
Schlagwörter	Ethnography; Investigations; Continuing Education; Engineering Education; Economic Change; Structural Unemployment; Student Motivation; Learner Engagement; Adult Learning; Learning Theories; Interviews; Observation; Transformative Learning; Group Dynamics; Academic Education; Family Work Relationship; Participant Satisfaction; Program Effectiveness; Program Evaluation; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Ethnografie; Untersuchung; Weiterbildung; Ingenieurausbildung; Ökonomischer Wandel; Schulische Motivation; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Interviewing; Interviewtechnik; Beobachtung; Pädagogische Transformation; Gruppendynamik; Akademische Bildung; Programme evaluation; Programmevaluation; Ausland; Finnland
Abstract	This paper provides a self-ethnographic investigation of a continuing education program in engineering in Central Finland. The program was initiated as a response to local economic structural change, in order to offer re-education possibilities for a higher educated workforce currently under unemployment threat. We encountered considerable difficulties both in relation to student motivation and our ability to engage the students. By comparing our observations and experiences with adult learning theory, and considering them in relation to economic structural change, we aim to raise issues that would benefit others. The main results of this study are that: (1) under the condition of structural change studying seemed to be externally motivated; (2) specialized work experience may have hindered self-direction in the acquisition of an academic orientation and skills; and (3) a transformation in student perspective, leading to perceiving the education provided as an opportunity, would have been required but was seldom observed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01