What are the barriers to transfer of learning from adult and continuing education in Denmark?
Author
Nørlev, Benjamin Høed
Term
4. term
Publication year
2018
Submitted on
2018-12-30
Abstract
Denmark has one of the highest participation rates in adult and continuing education and invests substantial resources, yet organizational gains are not always evident. This thesis asks: What are the barriers to transferring learning from adult and continuing education in Denmark? Drawing on the Learning Transfer System Inventory (LTSI), previously tested and found applicable in a Danish setting, the study operationalized its factors into a questionnaire with both closed and open-ended items. Administered online, the survey was completed by 105 relevant respondents. The analysis indicates that the most salient negative influences on transfer are personal capacity to transfer, opportunity to apply learning on the job, supervisor/manager support, supervisor/manager opposition, performance coaching, and resistance to change. The data also suggest a possible gender pattern, with female respondents generally reporting more positive scores than male respondents. While not generalizable to all Danish adult and continuing education, the findings highlight tendencies and point to avenues for further research.
Danmark har en af verdens højeste deltagelsesrater i voksen- og efteruddannelse og bruger betydelige midler, men gevinsterne i organisationer er ikke altid tydelige. Denne afhandling undersøger: Hvilke barrierer hindrer transfer af læring fra voksen- og efteruddannelse i Danmark? Med udgangspunkt i Learning Transfer System Inventory (LTSI), som tidligere er afprøvet og vurderet anvendeligt i en dansk kontekst, blev faktorerne operationaliseret i et spørgeskema med både lukkede og åbne spørgsmål. Spørgeskemaet blev udsendt som en onlineundersøgelse og besvaret af 105 relevante respondenter. Analysen peger på, at især følgende forhold har en negativ indvirkning på læringsoverførsel: personlig kapacitet til at overføre læring, mulighed for at anvende læringen i praksis, lederstøtte, ledermodstand, præstationscoaching samt modstand mod forandring. Desuden antyder resultaterne et muligt kønsmæssigt mønster, idet kvindelige respondenter generelt scorede mere positivt end mænd. Fundene kan ikke generaliseres til al voksen- og efteruddannelse i Danmark, men de indikerer tendenser og peger på behov for yderligere forskning.
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