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Qualitative research can be used to accomplish a variety of purposes for HRD scholarship, particularly when researchers wish to deeply understand the perspectives and experiences of individuals or groups of people. Given the infinite variety of research aims, there are necessarily multiple approaches to qualitative research. Because many qualitative research methods employ similar data collection strategies, such as interviews and observations, and outputs may appear similar (e.g. a collection of interrelated themes), the important differences among qualitative approaches can become muddy or lost. Making choices about approach, building an appropriate, corresponding design, and describing methods is an ongoing challenge for qualitative researchers in HRD and beyond. This article provides an accessible overview and comparison of select qualitative approaches in HRD, both traditional and emerging, to clarify decision-making in research design, guide methodological alignment, and explore the distinct contribution each approach can make for developing theory and practice in HRD.

An understanding of science concepts is important for living in modern society. Supporting adults’ science learning can be particularly challenging because most adults no longer attend formal educational institutions where access and opportunities are facilitated by teachers and school-sponsored programs. Biological field stations (BFSs) are a newly recognized educational venue that hold considerable intrinsic value for adult science education. In this study, we conducted a survey of 223 U.S. BFSs about their nonformal and informal educational outreach programs for adults. Results show BFSs offer a wide variety of science learning programs for adults, focused heavily on experiential learning to engage learners. These experiences promote interactions with the natural environment and are perceived to increase participants’ knowledge and skills. This study has implications for how adult educators can better support the professional development of science educators at BFSs and enrich the general public's science learning.

Bison Bison bison are a keystone of a conservation system, but that system is vulnerable to the effects of a changing climate projected to alter land use through the 21st century. The current bison population of North America is approximately 400,000 animals and is maintained by a self‐assembled bison management system (BMS) of various stakeholders focused on bison conservation and production. The BMS is comprised of public, for‐profit private, Tribal and not‐for‐profit non‐governmental organization (NGO) sectors, with complementary values, attitudes and practices that contribute to a robust conservation footprint for the species. Currently, the majority of grasslands (90%) and bison (85%) are privately owned which justifies the need for robust private land conservation strategies to maintain this iconic species and its grassland habitats. We assessed vulnerability of the BMS to 21st century consequences of climate change with a vulnerability scoping diagram that emphasizes exposure, sensitivity and adaptive capacity, as well as environmental values, attitudes and practices. We surveyed 132 bison managers within both the private and public/NGO sectors. Respondents were predominantly educated white males located in the northern and central mixed grass prairies who manage bison herds of, on average, 51–100 animals. Overall, the BMS is moderately vulnerable to climate change. While the public/NGO and private sectors differ in adaptive capacity, specifically in measures of information exchange, external revenue, use of management plans and access to grazing leases, the sectors act as partners for exchanging bison and rely on sustained interchange of bison; dimensions of exposure and sensitivity appear similar between public/NGO and private sectors. The complementary, shared environmental values and attitudes of the private and public/NGO sectors shape the foundation for enhanced collaboration among the multi‐sector BMS. But it is the sharing of diverse practices and respective consequences that will lead the BMS to discover credible, scalable adaptive solutions to climate change. This may lead to the bison community to decide whether to form a ‘bison coalition’ to seek solutions to adapt to climate change. A free Plain Language Summary can be found within the Supporting Information of this article.

Adaptive capacity is critical for understanding the climate resilience of social-ecological systems. A gendered lens is of particular importance as women are simultaneously one of the most vulnerab...

Purpose Vocational education and training (VET) programmes are key contributors to skill and talent development for nations worldwide, as aligned with the UN’s sustainable development goals (SDGs). The purpose of this paper is to explore gender inclusion in VET programmes from an economic feminist (EF) theoretical perspective. Design/methodology/approach This integrative literature review identified and analysed relevant empirical studies to create a more comprehensive representation of supports for global gender equity and economic growth through VET. Findings A gap exists between EF theory, human resource development and VET practices. Consequently, instructor preparation and practice do not adequately contribute to equitable workplaces beyond VET programmes. VET programmes continually struggle to create inclusive environments that support women and challenge masculinized fields and workplace norms. Research limitations/implications This paper limits empirical studies addressing gender in VET. Future empirical work should investigate the value to students, instructors and communities when masculine industry norms are reconstructed and redesigned for gender inclusivity. Practical implications VET advisors and instructors are influential in contextualizing vocational fields for students and influencing students’ career trajectories. Women need more accessible training and employment in traditional masculine industries. Originality/value This comprehensive review of gender in VET can aid in inclusivity efforts of programmes and employers and support nations’ efforts to achieve the UN’s SDGs.

Biological field stations (BFSs) are well positioned through their informal STEM (science, technology, engineering, and mathematics) education programs to improve levels of science literacy and support environmental sustainability. A survey of 223 US BFSs revealed that their outreach programs strive to promote conservation and environmental stewardship in addition to disseminating place-based knowledge and/or skills. In this article, we unpack the educational approaches that BFSs use to engage learners, the aspects of science literacy most often addressed, and the perceived learning outcomes. Most notably, the BFSs reported that their participants develop an interest in and excitement for science, increase or change their knowledge of program topics, identify more with the scientific enterprise, and engage in scientific practices. The results indicate opportunities for BFSs to conduct more rigorous assessments of participant learning and program impact. By focusing on learner engagement, science learning, and participant outcomes, BFSs and other place-based informal education venues can expand their efforts and better support conservation and science learning.

Blended, or hybrid, courses have often been touted as the ideal way to facilitate learning as they allow learners to interact in both face-to-face and online settings, thereby experiencing the “best of both worlds.” In practice, that ideal learning setting is more difficult to achieve. While blended courses have the potential to integrate the most beneficial aspects of each modality, such course design requires diligence to successfully navigate a balance and ensure the optimal delivery mode is considered for each learning scenario. In this article, the authors share the most current research on blended learning for adults, including benefits and drawbacks, various blended models, the results of an empirical study comparing two blended designs, and conclude with a practitioner tool to guide decision-making and achieve the appropriate balance of online and face-to-face and ultimately realize the best of both worlds for adult learners.

There is contrary research around whether collaboration at work fosters individual learning and skill development. This study’s purpose was to examine the relationship between social characteristics of jobs on adults’ cognitive skills as measured by the Program for the International Assessment of Adult Competencies (PIAAC). For select industry sectors, we used a linear regression model to predict scores for PIAAC scales—literacy, numeracy, and problem solving in technology-rich environments—based on the independent variables gender, education level, frequency of workplace collaboration, and frequency of sharing work-related information. Results showed level of collaboration at work is negatively associated with PIAAC scores, contradicting current thinking on the role of social interactions in the workplace. We conclude there may be an overemphasis on the social characteristics in job design in some industries and workplaces, leaving little support and time for other activities known to support workplace learning, like management support and time for reflection.

Adult education is a key component of worldwide collaborative efforts to achieve social justice aims, such as the UN’s Sustainable Development Goals. Such collaborative efforts require the ...

This chapter discusses the challenges and opportunities encountered by international and non-native language learners participating in distance education. With the growth of online learning and the internationalization of education, it is necessary to provide literature regarding best practices for educating a diverse student population. Culture and communication play a significant role in how students engage in their learning. This diversity is less evident in the online classroom resulting in potential misinterpretations rather than the valuing of distinctive cultures, experiences, and uniqueness of every individual learner. An exploration of diversity, identity, community, engagement, and linguistics are discussed in relation to international and non-native language speaking online learners.

Objective: To synthesize the beliefs, knowledge and interest of veterinarians on the relationship between veterinary medicine and climate change, with the intent to identify any educational gaps and opportunities.Sample: Responses from 560 U.S., and 54 non-U.S. veterinarians.Procedures: An anonymous, online survey of veterinarians was distributed through electronic media, state and professional associations, and a veterinary magazine advertisement. The survey was conducted between July 1st and December 31st of 2019.Results: Overall, veterinary respondents were confident that climate change is happening, is caused by human activities, and is impacting both human and animal health. Veterinarians also agreed that the profession should have an advocacy role in educating the public on climate change and its health impacts, particularly in clinical practices where environmental sustainability promotion can be shared with clients. Although veterinarians agreed the profession needs to be involved with climate change advocacy, most reported having had no educational opportunities within their veterinary medicine curriculum or access to continuing education on climate change.Conclusions and Clinical Relevance: The results highlight the need for the development of educational opportunities on the topic of climate change such that veterinarians are equipped to address their concerns about current and future animal health threats.

Investments in informal STEM should target underserved counties to reach populations underrepresented in STEM careers., Informal learning institutions (ILIs) create opportunities to increase public understanding of science and promote increased inclusion of groups underrepresented in Science, Technology, Engineering, and Math (STEM) careers but are not equally distributed across the United States. We explore geographic gaps in the ILI landscape and identify three groups of underserved counties based on the interaction between population density and poverty percentage. Among ILIs, National Park Service lands, biological field stations, and marine laboratories occur in areas with the fewest sites for informal learning opportunities and have the greatest potential to reach underserved populations, particularly in rural or high poverty counties. Most counties that are underserved by ILIs occur in the Great Plains, the southeast, and the northwest. Furthermore, these counties have higher Indigenous populations who are underrepresented in STEM careers. These unexpected geographic gaps represent opportunities for investments in ILI offerings through collaborations and expansion of existing resources.

Vocational and workforce education provide economic opportunity but often exclude or limit the participation of women. Here, we lay the foundation for developing workforce programming from a feminist perspective and building inclusion efforts within academic institutions for vocational education students and practitioners. Based on a systematic review of the literature, we present findings pertaining to three aspects of feminist pedagogy—career choice, care, and multiculturalism—as the basis for identifying the best practices for a feminist pedagogy of vocational education. We conclude with a discussion of the impact of the findings on the personal/social and political/structural qualities of education programs and provide an extensive and concrete checklist for vocational and workforce program administrators and educators to use when evaluating and modifying their programs for inclusive practices.

Adult learners often experience uncertainty, isolation, and, in graduate school, angst about meeting program requirements. Therefore, graduate students created and facilitated a seminar series and preliminary examination study group. The experience, however, transcended seminars and study meetings to build relevant and meaningful community. The purpose of this qualitative study was to examine adult peers in community for support and learning. Major findings included participants built community for support and learning, using programming as foundation for building a community of practice (CoP), with peer mentoring playing a major role. The findings also feature participant voices and share programming ideas for adult learners and educators.

This qualitative study’s purpose was to evaluate how undergraduate business students’ perspectives, skills, and behaviors evolved through corporate social responsibility (CSR) education taught with a focus on critical thinking and sustainable problem solving. Business schools are struggling to incorporate CSR into their curriculum despite interest from students and pressure from accreditation agencies. This article primarily contributes practical tools for business schools teaching students to apply critical thinking skills and concepts gained through their business education to develop solutions to economic, social, and environmental problems. Instructors taught the following topics: definitions of CSR, the triple bottom line, stakeholder theory, exposure to social problems, businesses’ roles in exacerbating or mitigating social problems, specific sustainable solutions companies and nonprofit organizations have implemented, and analysis of public companies’ sustainability reports. Topics were taught using critical thinking tools, such as a decision-making model, a funneling exercise, a root problems activity, and reflection and metareflection. The instruction followed a specific teaching model to promote critical thinking skills development, which can be implemented by other faculty. We found CSR concepts motivated students by giving them the tools and confidence in their abilities to solve meaningful problems and learning outcomes for both CSR and critical thinking were achieved.

Although ample literature exists regarding the effectiveness of faculty development (FD) activities, there is a gap in the literature synthesizing its outcomes. This review, using a predetermined review protocol, analyzed 22 publications on FD for teacher educators using Kirkpatrick’s training evaluation taxonomy. We found that North American universities provide the most empirical evidence about FD activities, focusing on technology integration in teaching and pedagogical skill improvement. Formal programs, such as serial workshops and developmental relationship, were reported with high frequency, compared to self-directed learning and organizational development activities. Empirical research was heavily based on self-reported, qualitative data and emphasized individual-level outcomes. There is a lack of information regarding the impact of FD activities for teacher educators on subsequent student learning or the downstream effect on school systems. Similarly, institutional involvement in FD remai...

While globalization is often framed as a positive force for change and development, particularly in the field of Human Resource Development (HRD), some argue that globalization has created an envir...

Transitions can be an important learning opportunity. Learning is particularly relevant to marginalized populations' transition experiences, such as women exiting the sex trade. In this qualitative study, we investigated the learning of 10 women who transitioned out of the sex trade in Texas between 3 and 20 years ago with a support organization's help. We found that learning in transitions was deeply connected to the women's identities, spheres of experience, and their surrounding social interactions and supports. One indicator of a successful transition was how effectively an individual moved from one sphere of experience, when it no longer served them, to another. Second, participants' prior identities receded over time as it was no longer rewarded in their new sphere of experience. Third, the adoption of a new identity required considerable learning to fit into mainstream society. Finally, support organizations play a critical role in women's transition out of the sex trade. This study contributes to our understanding of learning transitions and the experiences of marginalized groups.

Organization development (OD) interventions have typically relied on the strengths, weaknesses, opportunities, and threats (SWOT) framework for strategic planning. The strengths, opportunities, aspirations, and results (SOAR) framework is a relatively new innovation in OD that may serve as a viable alternative to SWOT for those who wish to apply an appreciative inquiry approach. This paper presents the results of a scoping study in which the limited but varied literature support for SOAR is reviewed. An extensive search uncovered 27 publications pertaining to SOAR, which were then analyzed chronologically and thematically. Although findings include an overwhelmingly positive appraisal of SOAR, many gaps were uncovered in the literature and research regarding empirical support for the framework.

Though both National Human Resource Development (NHRD) and Critical Human Resource Development (CHRD) have received an increasing amount of attention, only two published works have used an explicitly critical approach to discuss NHRD norms, policies, and practices. The purpose of this article was to examine and articulate the relationship between NHRD and CHRD and make a case for the importance of that relationship to the field of HRD. We identify some commonalities between NHRD and CHRD, including the shared priorities of context, culture, and empowerment, which provide a strong foundation for future focuses on theory-sharing, global awareness, holistic and socially conscious economic development, negotiated power and performance, and emancipation in HRD research and practice.

This chapter discusses the challenges and opportunities encountered by international and non-native language learners participating in distance education. With the growth of online learning and the internationalization of education, it is necessary to provide literature regarding best practices for educating a diverse student population. Culture and communication play a significant role in how students engage in their learning. This diversity is less evident in the online classroom resulting in potential misinterpretations rather than the valuing of distinctive cultures, experiences, and uniqueness of every individual learner. An exploration of diversity, identity, community, engagement, and linguistics are discussed in relation to international and non-native language speaking online learners.

High Performance Computing (HPC) is an area that requires students to acquire knowledge in a wide range of topics. At the same time, HPC is not a theoretical subject and is best learned through non-trivial projects. Teaching HPC therefore lives with the tension of having to cover many small, disconnected areas while wanting to provide more feedback on student projects.This paper considers the lessons learned from teaching MATH 676 "Finite Element Methods in Scientific Computing", a course one of us teaches at Texas A&M University as a project course with a flipped classroom.The contribution of this paper is to describe a practitioner's approach to using principles of reflective writing and journaling to connect the material of the video lectures to student projects. We will discuss our experience with this approach, in particular regarding (1) helping students engage deeply with course content, (2) increasing motivation, independence, and perseverance, and (3) facilitating more communication with the course instructor. We will also share our experiences with the technology options for electronic journals and report on what worked and what didn't.