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  • According to Bynner et al. (2003), participation in adult education contributes to an increase in a person's social capital, identity capital and human capital. This could also be the motivation for learners to participate in continuing education. Based upon the heuristics adults' educational motivation (Cross 1981; Cookson 1986, Manninen 2006), 22 qualitative interviews with older employees were conducted within the context of a larger project in Germany. The evaluation of the interviews (90 minutes on average) was modelled by applying the documentary method. Based on the evaluation's findings we develop a typology of motivational patterns of older employees that focuses on their participation in adult education. The three identified motivational patterns differ particularly with respect to the degree of purpose orientation in educational activities as well as the estimation of reaching educational goals. Furthermore, the patterns display different focuses in educational motivation, which can be interpreted as a varying emphasis of human capital, identity capital and social capital. (xsd:string)
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  • 2010 (xsd:gyear)
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  • 2010 (xsd:gyear)
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  • 127 (xsd:string)
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  • Educational goals and motivation of older workers (xsd:string)
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  • Working and Learning at old Age: Theory and evidence in an emerging European field of research (xsd:string)
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  • In Working and Learning at old Age: Theory and evidence in an emerging European field of research, edited by Bohlinger, Sandra, 127-136, Cuvillier Verlag, 2010 (xsd:string)
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