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This study aims to explore the usability of the andragogical process model for learning to develop, deliver and evaluate training to improve communication between adapted transport drivers and people living with communication disabilities and to identify the successes and limitations of the model in this context.

Two aspects were considered to explore the usability of the andragogical process model for learning: a comparison between the elements of the model and the designing, delivering and evaluating processes of the training; and an appreciation evaluation.

The model was useful to systematically design, deliver and evaluate workplace training that was appreciated by the learners, even though most of the model’s elements were modified to meet the constraints of the trainer and the organization. Assessing the needs for learning, establishing a human climate conducive to learning and choosing appropriate training methods emerged as key elements that contributed to a successful appreciation of this training.

This study is one of the few that examines the possibility of a systematic application of the andragogical process model for learning to workplace training. Its results suggest that the model could be considered for application by non-professional trainers or external trainers from a workplace, but that organizational constraints must be considered when using it.

Previous studies have demonstrated that an autonomy-supportive supervision style is associated with improved well-being and positive behaviours for supervisees. However, autonomy-supportive training (AST) has yet to be tailored to suit supervisors in low-skilled occupations for whom traditional pedagogical approaches may be inappropriate. The purpose of this paper is to describe the development and preliminary evaluation of AST for these supervisors, using self-determination theory (SDT) and andragogical principles of adult learning.

SDT and andragogical principles were systematically integrated to develop (a 3 h) AST programme. The training sessions were trialled with 11 first-line supervisors in New Zealand as a preliminary evaluation of AST. The evaluation used open-ended questions following Kirkpatrick’s evaluation model and incorporated the trainer’s reflections.

Supervisors found AST relevant, easy to understand and suited to their approach to learning. Trainer’s reflections also provided insight into the challenges in conducting such training for supervisors in low-skilled occupations and the article makes suggestions to address these challenges.

AST can be successfully tailored to first-line supervisors, indicating that an autonomy-supportive style of leadership is relevant for those employed in low-skilled occupations. This initial evaluation provides a foundation for future studies to conduct higher-level assessment of AST.

AST can be utilised to provide first-line supervisors with access to improved leadership development opportunities. Challenges of conducting this kind of training programme in a context of low-skilled occupations are addressed and recommendations made for organisations and trainers.

This study is novel as it demonstrates the development of AST, a leadership skills training, tailored to suit the needs of an understudied group, supervisors in low-skilled occupations.

This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas.

The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition.

First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory.

First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques.

The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.

The paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.

Odigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.

The paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.

By introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

The purpose of this paper is to investigate whether learners from different cultures adopt a serious 3D game to facilitate the learning of transferable managerial skills (ethics) and knowledge.

A cross-sectional, cross-country survey study (n=319) was conducted recruiting participants from one North American and two British universities. The survey data and the conceptual model have been analysed and tested using confirmatory factor analysis and structural equation modelling.

Participants displayed positive attitudes towards the 3D game and responded positively to theory presented as “real-life” scenarios; gamification techniques such as interactions and dialogue, and rewards and progression levels, which are part of the game, albeit the participants’ adoption was driven more by extrinsic motivations (rewards) than intrinsic ones (ease of use and entertainment). In addition, the empirical results suggest that when gender is taken into account, the perceptions and needs of cross-cultural learners in serious gaming environments vary and display characteristics that are similar to Rogers’ five adopter categories; thus, culture could significantly shape learners’ decisions to adopt a serious game as a managerial learning tool.

For future researchers, this paper highlights various levels of training, support and promotional awareness that need to be considered to facilitate the adoption of serious games for managerial learning.

For academics and practitioners in work-based learning and managerial training environments, this paper highlights the salient factors that need to be inherent in a serious 3D game, and best practices for scaffolding existing instructional approaches or training interventions.

In light of Rogers’ five adopter categories, this cross-country study involving culturally diverse learners provides key insight into the potential application of serious games as a practice-based learning instrument in academia and industry.

Police‐training is an important tool in the process of facilitating change within police organizations. With the further implementation of community‐oriented policing strategies in US police agencies, training becomes a critical centerpiece. Traditionally, the majority of subjects in the police‐training environment have been taught utilizing behavioral approaches which may not be effective when teaching an evolving police curriculum which has been implemented under the axiom of community‐policing. Trainers have also relied heavily on teacher‐centered approaches when teaching both neophyte and veteran police. Authorities who train police might benefit from a more student‐centered instructional format. This manuscript examines incorporating the theory of andragogy into police‐training and identifies particular characteristics about the learning transaction in the police‐training classroom. Given the theory‐to‐practice gap that haunts police‐training authorities, andragogy holds much promise in closing this gap.

The purpose of this paper is to offer a rationale for the epistemological and ontological development of total quality management (TQM) utilising action modalities. The ability to harness and transfer knowledge is a key attribute of research‐led universities, and a factor which is able to bring education and industry into cooperative relationships. However, Imai views that there is a tendency to place too much emphasis on teaching knowledge, whilst disregarding group learning of fundamental values, established through gemba kaizen and through the learning organisation.

Established through the results of a survey of 50 manufacturing companies in the UAE, and based on the andragogical learning concept in both solving a problem and generating new knowledge, this paper investigates a conceptual basis for action learning. The paper offers a rationale for the epistemological and ontological development of total quality management (TQM) utilising action modalities. This reflects the underpinning philosophy of TQM toward the continuous improvement in quality of the organisations' processes, people, products, and services.

The findings of the construct of andragogical gemba establish the robustness of the methodological move from pedagogy to andragogy. The applicability of andragogical gemba being underpinned by the required interaction of democracy and collaboration. The survey of UAE SMEs confirms a lack of engagement within this concept, and recommendations are given to support development.

The paper has been developed within Dubai's socio economic mix, Dubai being a constituent Emirate within a Country where expatriates form approximately 93 per cent of the total workforce population. The transient nature of the workforce produces pressures on the learning organisation, and the context of knowledge transfer and creation.

A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.

The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.

The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.

For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.

The purpose of this paper is to apply a consensus‐based definition of the adult‐learning theory of andragogy to police probationer training in England and Wales and to identify whether the requisite learning outcomes, when aligned to a community‐oriented policing strategy, are adequately addressed by the current police training methodology.

The reasons behind the new approach to police probationer training are identified with reference to British government literature. Proposed revisions to the structure of the training regime are identified, taking cognizance of the community‐oriented neighborhood‐policing strategy advocated by the British government. Six criteria of a consensus‐based definition of the theory of andragogy are applied to the police model of training to establish whether or not it conforms to true andragogical principles. Furthermore, the proposals for a revised probationer program are examined to identify whether the training methodology and curriculum content will adequately prepare students as neighborhood police officers.

It is apparent that only marginal adherence to the principles of andragogy is observed in police probationer training in England and Wales, which could in turn render any expectations of this methodology unfounded. It is also highly unlikely that true andragogy is attainable within any professional development arena. Furthermore, the proposals for a new probationer‐training program and the methodology employed in police training do not accord with the neighborhood‐policing philosophy for the future.

The paper identifies reasons why police training in England and Wales cannot claim to be andragogical, and why the new training regime and delivery methodology will not address the specific skills required by neighborhood police officers. It is, however, acknowledged that both andragogy and pedagogy can be complementary and will support the learning requirements of neighborhood policing if they are applied appropriately.

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the complex problems the changing global arena demand of us today and into the future. We argue when preparing adult leadership scholar-practitioners, using adult learning theories and paying attention to the interdisciplinary roots of the field of leadership might lead to better learning and engagement with real world challenges. In this paper we present a leadership development model we call interdisciplinary leadership. First, we discuss the interdisciplinary roots of leadership. Second, we describe interdisciplinary leadership as a tapestry – an intricate combination of identities, practices, and outcomes used to prepare people to address complex problems. Finally, we describe the mission, structure, curriculum, and instructional strategies that can be used by leadership educators when applying interdisciplinary leadership. This model acknowledges the identity, practices, and outcomes needed to develop scholar-practitioners of leadership and provides practical techniques to help leadership educators prepare leaders to work together across differences to address complex problems.