This paper aims to reveal the current status of China university teachers’ learning content focus (LCF) and collaborative learning (CL) and empirically examine the influential effects LCF and CL play on individual pursuit of lifelong learning (LLL) by investigating the mediating role of individual psychological empowerment (PE).
Descriptive analysis and structural equation modeling (SEM), including exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and path analysis, are conducted.
The results of this study indicate significant direct impacts of LCF, CL and PE on university teachers’ LLL. LCF shares significant positive relationship with PE, validating the mediating role of PE between LCF and LLL. University teachers show their consciousness of learning required in professionalism and willingness to keep learning. However, the four major discrepancies: Lifelong Learning Process (LLLP) vs Lifelong Learning Behavior (LLLB), focus of professional promotion system vs that in LCF, lower levels in Self-determination and Impact (in PE) and less external partnerships, indicate the gaps between learning supports provided by university and policy designing in promoting LLL.
This study emphasizes the LLL ideology in professional development. Emphasis on university teachers’ learning within specific professional development contexts would encourage researchers to pay more attention to context-relevant factors enhancing LLL. And the four major discrepancies identified in this study deserve further investigations.
Zhou, H. and Tu, C.-C. (2019), "Impacts of learning content focus and collaborative learning on university teachers’ lifelong learning", Journal of Workplace Learning, Vol. 31 No. 7, pp. 442-464. https://doi.org/10.1108/JWL-05-2018-0073
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