• Industry Promotion Research
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• v.4 no.1
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• pp.57-66
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• 2019

The extant research literature is scant in telling us how organizations actually implement lifelong learning practices and policies. Hence, the purpose of this paper is to describe how lifelong learning is grounded in practice. We do this by introducing a new conceptual framework that was developed on the basis of interviews with a number of leading edge corporations from Canada, the USA, India and Korea. At the heart of our model, and any effective lifelong learning system, is a performance management system. The performance management system allows for an ongoing interaction between managers and employees whereby challenging performance and learning goals are set, and concrete plans are made to achieve them. Those plans involve three types of learning activities. First, employees may be encouraged to engage in formal learning. This could be provided in-house, or the employee may take a leave of absence and return to school. Second, managers may deploy their subordinates to different departments or teams, so that they can take part in new work-based learning opportunities. Finally, employees may be encouraged to learn on their own time. By this we mean learning after organizational hours through firm-sponsored 5 programs, such as e-learning courses. Fueled by the performance management system, we posit that these three learning outlets lead to effective lifelong learning in organizations.

• Korean Journal of Clinical Pharmacy
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• v.32 no.4
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• pp.281-287
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• 2022

Pharmacists should maintain professional competencies to provide optimal pharmaceutical care services to patients, which can be achieved through continued commitment to lifelong learning. Traditionally continuing education (CE) has been widely used as a way of lifelong learning for many healthcare professionals. It, however, has several limitations. CE is delivered in the form of instructor-led education focused on multiple learners. Learning is passive and reactive for participants, so it sometimes does not lead to bringing behavioral changes in workplace performance. Therefore, recently the concept of lifelong learning tends to move from CE toward continuing professional development (CPD). CPD is an ongoing process that improves knowledge, skills, and competencies throughout a professional's career. It is a more comprehensive structured approach toward the enhancement of personal competencies. It emphasizes an individual's learning needs and goals and enables learning to become proactive, conscious, and self-directed. CPD consists of four stages: reflect, plan, learn, and evaluate. CE is one component of CPD. Each stage is recorded in a CPD portfolio. There are many practical difficulties in implementing the complete CPD system for lifelong learning of pharmacists in many countries including Korea. Applying a hybrid form that utilizes CPD and CE together, as in the case of some countries, could be an alternative. Furthermore, in undergraduate pharmacy education, it is necessary to teach students about CPD and train them on how to perform CPD as a pharmacist.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.364-372
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• 2016

This study examined the multi-phrased effects and outcomes of adult female learners who participated in lifelong learning activities, as well as the proposed structural relationships among the five latent variables. Questions established to achieve the purpose of the study are as follow: What effects do the learner's characteristics, lifelong education institutions, learning flow, and learning satisfaction have on the learning come? The participants of the survey numbered 632, but 54 respondents who were unreliable or did not complete their survey were excluded. A total of 578 cases were analyzed for this research. The structural relationships among the five latent variables-learner's characteristics, lifelong education institutions, learning flow and learning satisfaction, and learning outcome of the adult female learners-AMOS 18.0 program were also used for structural analysis. The major findings of this research are as follows. First, the model fitness showed that the hypothetical model provided a reasonable fit to the data ${\chi}^2=224.267$ (df=69, p<.001), RMSEA=.062, TLI=.943, RFI=.920, CFI=.957, IFI=.957, NFI=.939. Second, the learner's characteristics ( =.218, p<.001) and lifelong education institutions ( =.301, p<.001) have a direct effect on the learning outcomes. The learning flow ( =-.149 p=.541) does not have a direct effect on the learning outcome. Learning satisfaction ( =.405 p<.001) have a direct effect on the learning outcome. To put findings above together, in respect to adult female learners' performances, the learning outcomes are influenced directly by the learner characteristics, conditions of the lifelong education institutions, and learning satisfaction, whereas satisfaction indirectly affects the learners' learning outcome.

• Journal of Korea Port Economic Association
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• v.36 no.1
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• pp.165-182
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• 2020

According to recent government forecasts, universities face a critical situation, due to a reduction in the number of students and a decrease in tuition income. To respond to the changed population structure and the 4th Industrial Revolution, the government is supporting universities in reorganizing the structure of academics and curricula focused on lifelong education. Considering this, this study analyzed the correlation between intention to participate in lifelong education and learning outcomes oriented to workers involved in shipping and port logistics in the Port of Gwangyang and Yeosu, who are participating or have participated in lifelong education. To expand the opportunities for participation in the lifelong education of adult learners and form a learning culture, it is necessary to analyze the intention to participate in lifelong education and how participants identify their learning outcomes. According to the analysis results, the goal orientation of intention to participate in learning has a significant influence on individual features of learning outcomes, and learning orientation has a significant influence on the social characteristics of learning outcomes. Moreover, learning outcomes and the learning orientation of the intention to participate in learning have a significant influence on the intention to continue learning. In particular, the results showing that learning outcomes reflect individual changes and that interests obtained as a product of learning influence the intention to continue learning are highly suggestive.

• The Journal of Industrial Distribution & Business
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• v.14 no.1
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• pp.57-65
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• 2023

Purpose: The purpose of this research paper, therefore, is to explore the role of lifelong learning in improving HRM policies in a company. This research begins with a literature review of existing research on the topic, followed by a discussion of the findings and their implications for practitioners. Research design, data and methodology: The present author of this research collected textual dataset based on the numerous literature which has been investigated thoroughly in terms of the HRM policy and lifelong learning. For this reason, the author could obtain adequate prior studies, checking their validity and reliability. Results: The present research figured out that demonstrating that physical activity and exercise can enhance life expectancy, improve physical and mental health, and improve functional ability, and Examining the broad topic of socialization and interaction's function in raising elderly adults' living standards is necessary. Also, this research found that the social change and social isolation of older individuals in relation to the impact of digital technology. Conclusions: This research suggests that companies should also ensure that their HRM policies are designed in such a way that they allow employees to pursue further learning and development opportunities without having to sacrifice their current job responsibilities.

• Journal of the Korean association of regional geographers
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• v.16 no.5
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• pp.572-589
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• 2010

With the advent of lifelong learning society, most of the cities in Korea have been promoting the construction of lifelong learning city. At this point, the purpose of this study is to configure regional learning programs and apply them to the actual world. Important results of this study can be outlined as follows; First, the regional learning programs in the lifelong learning society are desirable to be configurated with the situated learning method focused on the characteristics of learners, instructors and the local contexts. In addition, the active training of regional human resources such as organizing learning circles and SERVICE-LEARNING through the participation of them is effective as a teaching method. Secondly, the consequence through the field excursion calling itself 'the geography exploration group', organized by the researcher and involved with participants together provoked the paradigm shift on their region and the regional identity. Thirdly, the active participation of local experts including geography teachers should be needed for the popularization of geography education. Hence, if we continue to develop the local learning programs tailored to regional traits and apply them to the actual world, geography education will play an important role to build the stable foundation in the lifelong learning society.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.92-99
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• 2019

This study empirically analyzed the effects of elderly people participating in lifelong learning on their psychological well-being. For this purpose, 160 elderly people who participated in lifelong education programs in hospitals C and D located in Cheonan city were selected as the subjects. A survey was conducted for 10 days, from May 8, 2019 to May 17, 2019. First, does the goal-oriented factor, which is part of the lifelong learning motivation of the elderly, have a positive effect on their psychological well-being? Second, does the activity-oriented factor of the elderly have a positive effect on their psychological well-being? Third, does the learning-oriented factor of elderly people's motivation for participating in lifelong learning have a positive effect on their psychological well-being? To answer these research questions, variables such as gender, age, marital status, and education level were controlled through correlation analysis, and simple regression analysis was also performed. The results of the direct effect analysis showed that goal-orientation (${\beta}=.244$; p<.001) and activity-orientation (${\beta}=.321$, p<.001) have statistically significant positive effects on psychological well-being. However, a learning-orientation (${\beta}=.284$, p>.001) was found to have no statistically significant effect on psychological well-being. Based on these findings, lifelong learning programs for the elderly should be more goal-oriented and activity-oriented than learning-oriented to promote the psychological well-being of the elderly.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7474-7484
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• 2015

This study was conducted by implementing a structural analysis regarding adult learners' learning outcomes and their affecting factors in the lifelong educational institutions in Daejeon area with 960 adult learners. Research result was as following. First, learner and educational characteristics were confirmed to have an indirect impact on learning outcomes, which were mediated by learning satisfaction and commitment. Second, adult learner's characteristics directly influenced to learning commitment and satisfaction as well as educational institutions did. Third, learning commitment also directly affected learning satisfaction and outcomes. Fourth, learning satisfaction had a strong influence on learning outcomes. By all accounts, learning outcomes was directly influenced by learner, educational characteristics, and learning satisfaction. In addition, learning outcomes was indirectly impacted by mediating with learning satisfaction and commitment. Therefore, lifelong educational institutions should reinforce any strategies in order to enhance learning outcomes such as developing and providing more variable programs, making better class atmosphere and facility, positioning highly qualified teachers, and one-stop administration services.

• Cross-Cultural Studies
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• v.49
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• pp.201-228
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• 2017

In Korean society, universities represent institutions of higher education. Industrialization and economic development led to a small number of elite groups at the helm of these institutions. However, our society has encouraged a lifelong system of learning, and apparently, the present university system does not represent an ideal scenario. The Korean government recognized the need for appropriate changes. The events associated with the implementation of related policies occurred at the Ewha Womans University (Seoul) last year. This article is based on the notion of lifelong education to further our understanding of the role of university in the absence of a consensus among university and college members regarding lifelong learning in our society. As an alternative, we looked at the case of France, which is adopting a lifelong education system and implementing related policies ahead of us. Despite regulatory challenges and adaptation of the role of public education in lifelong learning, France has laid a solid foundation. In our case, we are recognizing the need to prepare for lifelong learning. In particular, it is necessary to increase public awareness of education by clearly recognizing our national responsibility and increasing the financial support to universities, accordingly. Above all, the role and attitude of universities must change, along with the perception of its members.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.958-968
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• 2011

The purpose of the present study is to verify the structural relationship among motivation to participate, organizational support, satisfaction and learning outcome in lifelong education. The survey was conducted on the learners who enrolled in "A" lifelong education center in the first semester of 2011 and structural equation modeling analysis were used. A total of 151 respondents were analyzed for this study. The major findings of this research are as follow: First, motivation to participate factor has an influence on the satisfaction and learning outcomes. Second, organizational support factor has an influence on the satisfaction, but not on the learning outcomes. Third, learners' satisfaction have direct effects on the learning outcomes. Furthermore, learners' satisfaction mediated causal relationship between motivation to participate and learning outcomes. This study proposed implications and managing strategies that enhance satisfaction of female adult learners in lifelong education environment and learning outcomes.