Adult Education Quarterly

Today’s society, shaped by demographic changes and a global economy, has created different employment trends and work lives that result in adults’ engaging in postretirement second careers. This phenomenon is a common occurrence in rapidly aging societies like Korea. This qualitative study examined the postretirement career transition process of Korean middle-aged adults. In-depth interviews were held with nine individuals ranging from 48 to 65 years identified as postretirement workers following voluntary retirement from private and public sectors. Data analysis revealed four phases in the career transition process: experiencing disequilibrium in a previous career, reflecting on self and context, making new professional connections and changes, and committing to new careers. The career transition was also a process involving different modes of learning, leading to the conclusion that the career transition process is essentially a learning process in which individuals acquire new perspectives and meaning in a new role.

Mission statements of universities in developing countries usually include serving the surrounding communities. Often this service does not reach beyond lip service. This article puts into context the experience of developing an adult education research program responding to the needs of the surrounding community in a historically disadvantaged rural area. The areas of research were adult education needs assessment and community development, young adults at risk, adult health education, and policy and implementation issues. Globalization, social exclusion, and lifelong learning were key concepts tailored to the specific context of the rural areas in South Africa. The first two authors of the article were personally involved in the program, as a visiting professor from the Netherlands and his South African successor, respectively. The third author worked in a similar program at the Eduardo Mondlane University in Maputo, Mozambique.

The purpose of this article was to identify how differing cultural factors affect informal learning in the workplace. We have introduced concepts and reviewed studies on informal learning and national culture based on an extensive literature review on the factors influencing informal learning, particularly based on five Hofstede’s dimensions of national culture. Findings suggest that adult education and workplace learning professionals need to attend to cultural influences and efforts at indigenization when foreign theories or practices are adopted.

Since informal learning occurs outside of formal learning environments, describing informal learning and how it takes place can be a challenge for researchers. Past studies have typically oriented to informal learning as an individual, reflective process that can best be understood through the learners’ retrospective accounts about their experiences. Although reports on the individual lived experience represent the privileged way of understanding social reality (including informal learning), the linguistic/discursive turn of the 1980s proposed a shift in our view of the function of language as creating rather than representing versions of the world. Accordingly, we propose resituating informal learning from a reflective process occurring in an individual mind to the meaning making that occurs in group conversations. We present an exploratory analysis of a single thread from an online hiking community to introduce discourse analysis as a framework to study informal learning as a group meaning-making process.