Information sharing, self‐directed learning and its implications for workplace learning: A comparison of business student attitudes in Germany and the USA

Abstract

Purpose

The purpose of this paper is to investigate the relationship between self‐directed learning readiness (SDLR) of business students in Germany and the USA and their attitudes towards information sharing and to ascertain implications for workplace learning.

Design/methodology/approach

This empirical study used a survey research design.

Findings

The study finds that surveyed US business students have higher SDLR scores than their German counterparts, implying that they are more self‐directed when it comes to learning. In both countries, the higher the SDLR score of a person, the more likely this person is willing to share information. The motivation behind it is primarily to help others. This means that employees with high SDLR scores can support and foster workplace learning as they distribute information more freely.

Originality/value

The findings are significant because the relation between SDLR and information sharing, as well as the implications for workplace learning, have not been analyzed in previous studies. Additionally, the international focus of the research adds a cross‐cultural perspective to the debate in self‐directed learning.

Citation

Beitler, M.A. and Mitlacher, L.W. (2007), "Information sharing, self‐directed learning and its implications for workplace learning: A comparison of business student attitudes in Germany and the USA", Journal of Workplace Learning, Vol. 19 No. 8, pp. 526-536. https://doi.org/10.1108/13665620710831191