The purpose of this study is to examine how power relations among stakeholders, especially between the human resource development (HRD) practitioners and others, affect evaluation outcomes. Using a qualitative case study design, a managerial leadership development programme in a Korean company is analysed. This study shows that the HRD…

Discussions of learning in practice and in workplaces have been carried out within the various theories of learning. More recent discussions have unveiled the complexity inherent in learning in workplaces by acknowledging the presence of power relations in practice. However, the discussions fall short of an analysis on another more paramount power…

Interviews and observations in literacy programs for welfare recipients indicated that, when learners tried to discuss problematic issues, teachers deflected discussion, upholding official discourses and ideological beliefs about learners and program purposes. The curriculum-in-use supported dominant discourses about meritocracy and racist and…

The proportion of adult undergraduates to adult populations in the 50 states was calculated. Cross-sectoral analysis identified state characteristics that correlated with participation rates. Best predictors were availability of undergraduate education, educational technology efforts, the population's level of educational attainment, budget…

Adult educators (n=226) recalled incidents of power and influence behaviors in designing and planning programs. Cluster analysis identified four behaviors: shotgun, tactician, ingratiator, and bystander. These power and influence styles related to organizational contexts. Planners' personal characteristics did not affect choice of style. (SK)

Five trends have influenced professional continuing education since 1980: (1) more workplace provision than any other kind; (2) more distance education; (3) increased university-workplace collaborations; (4) increased corporatization; and (5) more regulation of professional practice. Issues include updating knowledge versus improving practice,…

Comparison of two graduate courses revealed the complex ways in which power relations based on race, class, gender, disability, and sexual orientation interact with theories of mastery, voice, authority, and positionality. Teacher and learner power relations particularly influenced classroom dynamics. (SK)

Notes that throughout this century, adult education planning theory has been dominated by technical rationality, which has limited adult education activity to certain areas. Discusses how relational analysis provides alternative examples of what could constitute legitimate planning theory and practice. (SK)

Continuing education has followed the model legitimizing formal, abstract knowledge. Three propositions for developing wise practitioners build on the importance of knowledge gained from practice: (1) the goal of professional practice is wise action; (2) practice knowledge is necessary to achieve this goal; and (3) continuing professional…