Perception of lifelong learning expected value, priority and continuation of lifelong learning

Perception of lifelong learning expected value, priority and continuation of lifelong learning

The purpose of this study is to estimate the effects continuation of LL (lifelong learning), expected benefits of LL, and priority of LL, on the LL participant's perception of the role of government, employer, university, family, and self in promoting LL and also the access, quality and cost...

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Main Author: Bao, Ma Xiao
Format: Thesis
Language:eng
eng
Published: 2014
Subjects:
LC5201 Education extension
Adult education
Continuing education
Online Access:https://etd.uum.edu.my/5030/1/s810113.pdf
https://etd.uum.edu.my/5030/2/s810113_abstract.pdf
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id my-uum-etd.5030
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Lim, Hock Eam
topic LC5201 Education extension
Adult education
Continuing education
spellingShingle LC5201 Education extension
Adult education
Continuing education
Bao, Ma Xiao
Perception of lifelong learning expected value, priority and continuation of lifelong learning
description The purpose of this study is to estimate the effects continuation of LL (lifelong learning), expected benefits of LL, and priority of LL, on the LL participant's perception of the role of government, employer, university, family, and self in promoting LL and also the access, quality and cost of LL. A cross-section data were collected from the Universiti Utara Malaysia MBA programme's adult learners through self-administered questionnaires. Descriptive statistics and correlation analysis was used to examine the relationship between the perceptions of LL and continuation, expectation and priority of LL. In addition, the multiple regression models are used to estimate the effects of the continuation of LL, expected benefits of LL, and priority of LL, on the LL participant's perceptions of LL. Results of descriptive and correlation shows there is a positive relationship between the perception of LL and the continuation of education, expectation and priority of LL. Nevertheless, results of multiple regression models, after controlling the influence of socio-demographic variables, it is only the continuation of LL has positive and significant effect on almost all the perceptions except the role government and employer; whereas, the priority of LL has only a positive effect on the perception of government. On the other hand, expected benefit of LL has no significant effects on all the perceptions. Policy implications, discussions and recommendations have been discussed in enhancing government's role in promoting LL in Malaysia.
format Thesis
qualification_name masters
qualification_level Master's degree
author Bao, Ma Xiao
author_facet Bao, Ma Xiao
author_sort Bao, Ma Xiao
title Perception of lifelong learning expected value, priority and continuation of lifelong learning
title_short Perception of lifelong learning expected value, priority and continuation of lifelong learning
title_full Perception of lifelong learning expected value, priority and continuation of lifelong learning
title_fullStr Perception of lifelong learning expected value, priority and continuation of lifelong learning
title_full_unstemmed Perception of lifelong learning expected value, priority and continuation of lifelong learning
title_sort perception of lifelong learning expected value, priority and continuation of lifelong learning
granting_institution Universiti Utara Malaysia
granting_department Othman Yeop Abdullah Graduate School of Business
publishDate 2014
url https://etd.uum.edu.my/5030/1/s810113.pdf
https://etd.uum.edu.my/5030/2/s810113_abstract.pdf
_version_ 1747827848921481216
spelling my-uum-etd.50302022-04-10T00:35:17Z Perception of lifelong learning expected value, priority and continuation of lifelong learning 2014 Bao, Ma Xiao Lim, Hock Eam Othman Yeop Abdullah Graduate School of Business Othman Yeop Abdullah Graduate School of Business LC5201 Education extension. Adult education. Continuing education The purpose of this study is to estimate the effects continuation of LL (lifelong learning), expected benefits of LL, and priority of LL, on the LL participant's perception of the role of government, employer, university, family, and self in promoting LL and also the access, quality and cost of LL. A cross-section data were collected from the Universiti Utara Malaysia MBA programme's adult learners through self-administered questionnaires. Descriptive statistics and correlation analysis was used to examine the relationship between the perceptions of LL and continuation, expectation and priority of LL. In addition, the multiple regression models are used to estimate the effects of the continuation of LL, expected benefits of LL, and priority of LL, on the LL participant's perceptions of LL. Results of descriptive and correlation shows there is a positive relationship between the perception of LL and the continuation of education, expectation and priority of LL. Nevertheless, results of multiple regression models, after controlling the influence of socio-demographic variables, it is only the continuation of LL has positive and significant effect on almost all the perceptions except the role government and employer; whereas, the priority of LL has only a positive effect on the perception of government. On the other hand, expected benefit of LL has no significant effects on all the perceptions. Policy implications, discussions and recommendations have been discussed in enhancing government's role in promoting LL in Malaysia. 2014 Thesis https://etd.uum.edu.my/5030/ https://etd.uum.edu.my/5030/1/s810113.pdf text eng public https://etd.uum.edu.my/5030/2/s810113_abstract.pdf text eng public masters masters Universiti Utara Malaysia Thi Lip Sam, HamzahMzah Abdul Rahman (2012). "Lifelong learning and practices in Malaysia" College of Business, Universiti Utara Malaysia 12-34 Anderson, J.R., Corbett, A.T., Koedinger, J.R., & Pelletier, R. (1995). Cognitive Tutors: Lessons Learned. The Journal of the Learning Sciences(4), 167-207. Antikainen, A., Houtsonen, J., Huotelin, H., & Kauppila, J. (1996). Living in a Learning Society: Life-histories, Identities and Education: Falmer Press. Baber, C., Harris, T., & Harrison, B. (1999). Demonstrating the concept of physical hyperspace for an art gallery. In Proceedings of Interact'99, Swindon. Bannon, L.J. (1995). 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Second edition. Cambridge: University Press. Hamilton, D. (1990). Learning about Education: an unfinished curriculum. Buckingham: Open University. Höghielm, R. (2000). Key Qualification. In Höghielm, R. ed. Vocational Training in Cooperation with Working Life and the Links to General Education. The Votracoproject. Solna: Nykopia Global Print AB.R Rubenson, K. & Xu, G. (1997). Barriers to Participation in Adult Education and Training: towards a new understanding. In Bélanger, Paul & Tuijnman, Albert. New Patterns of Adult Learning: A six-Country Comparative Study. Oxford: Pergamon and UNESCO Institute for Education. Røvik, K.A. (2000). Modemaorganisationer: trenderinom organisationstänkandet vid rnillennieskiftet (Modern Organisations: trends within organizational thinking by the millennium shift). Malmö: Liber. Simons, M. & Masschelein, J. (2006). The Learning Society and Governmentality: an introduction. Educational Philosophy and Theory, Vol. 38(4), 417-430. Tuijnman, A. & Bostrom, A-K. (2002). Changing Notions of Lifelong Education and Lifelong Learning. Internationa1 Review of Education. 48(1/2), 93-110. World Health Organisation (WH0). (1980/2007). Disability Definition from 1980. Available online: http://www.searo.who.int/LinkFiles/Health_ Situation_annexure_5.pdf. Accessed 21 September 2007. UNESCO (2001). Reflecting on Lifelong Learning Discourses and Practices across the World. Hamburg: UNESCO Institute for Education.

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