What affects lifelong learning of scientists and engineers?

Autor/inn/en	Grip, Andries de; Smits, Wendy
Titel	What affects lifelong learning of scientists and engineers?
Quelle	Maastricht (2009), 23 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Research memorandum / Researchcentrum voor Onderwijs en Arbeidsmarkt / ROA-RM. 2009/2
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Informelles Lernen; Ingenieur; Weiterbildung; Lebenslanges Lernen; Innovation; Wissenschaftler; Niederlande
Abstract	This paper greatly enriches the discussion on the determinants of lifelong learning of scientists and engineers (S&Es). In our analysis, which is based on a survey among S&Es in the Netherlands, we take account of both formal training and different modes of informal learning. We find that S&Es employed in firms which apply innovative production processes more often participate in formal training and also benefit from the informal learning potential of their jobs. Therefore, public policies that stimulate process innovation also prevent skills obsolescence among S&Es. However, lifelong learning is not triggered in firms with many product innovations. S&Es who are employed in firms which operate on highly competitive markets also participate in formal training less often. The same holds for S&Es employed in small firms, although the latter compensate their lower participation in formal training by more hours of self-teaching. S&Es employed in jobs which require a high level of technical knowledge have more formal training, whereas those employed in jobs which require more general skills are significantly more involved in informal learning. Furthermore, older S&Es with long firm tenures participate in formal training less often and have fewer opportunities for learning in their jobs. Therefore, their competence level is at risk. (Verlag).
Erfasst von	Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen, Bonn
Update	2010/1