Learning experiences and college access of American workers: Evidence from PIAAC

Author Information

Chang Sung Jang, University of Oklahoma
Junghwan Kim, University of Oklahoma
In Tak Kwon, Jeonbuk National University

Submission Purpose

Main Conference

Type of Proposal

Paper: Empirical

Abstract

Using the U.S. data from the Program for the International Assessment of Adult Competencies (PIAAC), this study aims to explore how work-related learning experiences of working adults influence their sub-baccalaureate or baccalaureate degree-seeking in higher education institutions (HEIs). Given many jobs in the U.S. that require higher education credentials, we examined how formal and informal work-related learning experiences are associated with the college access of working adults who have a high school diploma. The multinomial logistic regression results show that work flexibility, distance learning, and private learning experience are positively related to working adults’ college access. Based on the findings, implications for policy and practice were discussed on how industry and organizations could support working adults’ learning opportunities in the workplace and HEIs.

Keywords

formal/informal learning, college access, working adults, PIAAC

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Recommended Citation

Sung, C., Kim, J. & Kwon, I. (2020).Learning experiences and college access of American workers: Evidence from PIAAC. Peer reviewed and approved by the AERC Steering Committee for the Adult Education in Global Times Conference. University of British Columbia. Canada. (Conference Cancelled).