EÖTVÖS LORÁND UNIVERSITY FACULTY OF EDUCATION AND PSYCHOLOGY PHD SCHOOL OF EDUCATION ADULT LEARNING AND EDUCATION PROGRAMME

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EÖTVÖS LORÁND UNIVERSITY

FACULTY OF EDUCATION AND PSYCHOLOGY PHD SCHOOL OF EDUCATION

ADULT LEARNING AND EDUCATION PROGRAMME

ANDREA GÁTHY–STÉBER

O P P O R T U N I T I E S O F I N F O R M A L A N D N O N F O R M A L L E A R N I N G A T W O R K

Theses of PhD Dissertation

Supervisor: Orsolya Kereszty, Ph.D., habil. Associate Professor

2018

BUDAPEST

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INTRODUCTION

Knowledge has become more appreciated in today's knowledge-based society and owning knowledge is not sufficient anymore to drive economic competitiveness; instead, the organization's ability to learn has become the definitive factor. An organization's ability to adapt quickly to continuously changing circumstances has become essential in the economic competition, thus, quickly adapting knowledge becomes not only a condition for competitiveness but it can also be viewed as a tool to solve social problems.

(Halász, 2009)

Informal learning happens in all spheres of life of which the most important are one's leisure time and the world of work. This form of learning is not necessarily intentional which often makes it hard to identify. (Forray R. and Juhász, 2008) However, it is most effective when it is not intentional but incidental. (Hager and Halliday, 2006) In the Information Age the majority of adults' learning is a by-product of work.

(Nieuwenhuis and Van Woerkom, 2007) The use of media, social networks, and web 2.0 technology has changed people's relationship and communicational style with one another both during informal learning and in everyday life situations (Molnár, 2011), thus providing new tools and resources for everyday learning activities. Informal learning affects everyone, although to varying degrees as both social differences (Tót, 2006) and the difference between the organizational cultures of the workplace (Kim and Mc Lean, 2014) have a definitive impact.

According to time budget research (Harcsa, 2000; Singer 2009), the vast majority of an adult's everyday life is consumed by (gainful) employment and recreational activities and most of their adult learning can be connected to these activities as well.

Whether the individual works in a knowledge-intensive sector or environment and the organizational framework and conditions have a great impact on the frequency and quality of one's adult learning. In addition, the employer's and employee's opinions on knowledge and learning have a significant impact on how this affects the individual's life, and more specifically how learning is carried out in practice during daily work routines.

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THEORETICAL FRAMEWORK

The theoretical and methodological basis of the research is connected to various fields of study but it is primarily aimed at a segment of adults' learning: learning at work, which is connected to andragogy in the Hungarian literature (Harangi, Hinzen and Sz.

Tóth, 1998; Durkó, 1999; Zrinszky, 2002) while in foreign research it is related to adult learning. (Jarvis, 2010) I understand andragogy as embedded in the framework of pedagogy. In my research I take the learning forms defined by the Memorandum no Lifelong Learning (European Committee 2000) as definitive, namely: formal, non-formal and informal learning. Informal learning has become increasingly important in the last decade, raising the interest of numerous researchers. (Hager and Halliday 2006; Jarvis 2010; Livingstone 2001; Tót 2002; 2006; Pordány 2006; Forray R. and Juhász 2008;

Horváth H., 2011)

The informal and non-formal learning forms I studied take place at work, which is an area of study that has garnered much international attention in the last decades.

(Watkins and Marsick, 1992; Eraut, 2000, 2004; Hodkinson and Hodkinson, 2004;

Ellinger, 2005; Sambrook, 2005; Jacobs and Park, 2009; Govaerts and Baert, 2011; Kim and McLean, 2014) The Hungarian and foreign literature interprets workplace learning in various ways and as such uses multiple expressions: workplace learning, work-based learning and learning at work, while in Hungary the Hungarian equivalent of corporate learning and training (vállalati tanulás, képzés) are widely used expressions. Within the concept of workplace learning we can distinguish between learning tied to work, learning connected with work and work oriented learning. (Sz. Tóth, 2006) The theories of workplace learning most often studied the dimensions of place, process and approach and interpreted the concept based on them. (Hortoványi and Vastag, 2013)

In my research I use workplace learning as an umbrella term based on Tót (2002), because learning at work can take place is numerous ways and there is no common practice in measuring it yet. In my interpretation, workplace learning is the formal, non- formal and informal act of learning, whether it be intentional or unintentional, that is – based on the activity sector and the social milieu – connected to the current or future gainful employment either directly or indirectly. Workplace learning typically takes place at work or in a work situation, usually among colleagues through social interaction, but due to the use if ICT technology it can now also take place outside of these boundaries, thus it is expedient to put less emphasis on the locational connection when working with

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the term. In terms of this approach, workplace learning means learning connected to work or profession regardless of whether it is embedded into a work activity or not.

The theories of workplace learning are connected to organizational learning as well.

In my interpretation, the approach of organizational learning and the culture of the learning organization (Gelei and Bakacsi, 1999; Bakacsi 2004) present the workplace as an environment supportive of learning. The concept of sharing knowledge is paid particular attention both in the process of organizational learning and in the concept of the learning organization (Senge, 1998), thus, workplace learning can be studied not only from a pedagogical perspective but also from the point of view of management studies, human resource management and knowledge management.

While knowledge management is a not a newfound concept (Sándori, 2001) its application and exploiting its uses is not self-explanatory for workplaces despite the fact that a company's success is proportional to its ability to keep and make use of its knowledge. (Bencsik 2009, 2013, 2015) The tools of knowledge management can include informal knowledge sharing whose objective is to share tacit knowledge either during the execution of work processes or through spontaneous personal contact. (Noszkay, 2013)

The basis of an effectively working knowledge management system is the use of information technology (ICT). (Noszkay, 2013) In addition to knowledge management softwares there are numerous opportunities for organizations to support learning such as web 2.0 applications, collaborative media tools (Thomas and Akdere 2013) or various participant-centred adult educational methods. While the primary goal of the above mentioned tools – with the exception of educational methods – is not learning they can be used to learn and share knowledge either deliberately or unintentionally. (Govaerts and Baert, 2011)

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RESEARCH METHODS AND TARGET GROUP

The defining pillar of the doctoral thesis is the analysis of the international and Hungarian literature. Workplace learning has an important role in European Union policies as well, thus it was necessary to review and analyse them. I have also reviewed the research and data collection regarding the national statistics on the topic although these are only published every few years (AES, CVTs).

I have done the empirical questionnaire research with my own questionnaire entitled Workplace learning research. The target group was IT sector employees, who work in one of the most knowledge-intensive industries. I distributed the questionnaire via direct inquiry at the companies, through social media and professional online media.

Participation in the research was voluntary and anonymous. The research studied employees at an individual level and corporations at an organizational level. 104 employees and employees from three IT companies filled out the questionnaire of which 23 worked at company A, 28 at company B and 7 at company C, making up for a total of 162 participants. The measurement instrument studied data on employment, sociodemographic data and basic data from the point of view if the research, such as workplace learning and training from the past year, support regarding workplace learning, self-directed, informal, autonomous learning, and the efficacy of learning methods and tools. In addition, it also contained a personality test and a block of questions on the motivation for workplace learning. The questionnaire primarily consisted of closed-ended questions and Likert scale statements. The Big Five personality test in the questionnaire aimed to gain a better understanding of how certain personality traits influence workplace learning and knowledge-sharing.

I studied three companies from the IT sector in a case study. The subjects of the study could apply via a phone call and I also reached out to companies via randomly selected individual calls based on the data base of a professional organization; however, the majority of these companies were not open to participating in the study.

In addition to the questionnaire I also conducted semi-structured interviews that studied individual learning processes, support on an organizational level and knowledge sharing. I used the semi-structured interviews as one of the analysis methods of the case study, in which I studied the workplace learning of employees in the IT sector being an innovative knowledge-intensive industry – their learning habits, motivation, the sources and tools they used and what beliefs they held with regard to learning.

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The research also contained a learning activity logging examination. However, this proved to have a small sample size (n=19) because neither the IT companies nor the majority of IT employees showed sufficient interest in participating in this part of the research as they deemed it much too time consuming. The participants logged their learning activities in an online document throughout one week in six-hour units, and they had to characterise and assess the registered daily work-related learning or professional knowledge gaining activities based on different criteria. It is important to highlight that in the learning activity logging exercise they only had to log activities pertaining to work- related learning and knowledge gaining.

THE RESEARCH QUESTIONS, HYPOTHESES AND THEIR RESULTS

K1. What forms of learning support and activities can be identified in workplaces in knowledge-intensive industries in case of those employees that believe their job to be knowledge-intensive? What is the correlation between learning habits of employees and tools that support workplace learning?

H1. The more learning opportunities are available for employees, the more they think that they learn something every day during work.

Based on the results of the questionnaire research the number of available learning opportunities and the daily learning routine and habits of employees correlate.

The content analysis of interviews recorded for the case study revealed what kind of learning support tools are utilized and what kind of learning supportive activities are undertaken by Hungarian IT companies. Most interviews emphasized online courses and trainings (13), the time allocated to learning (12), the use of online professional sources such as blogs and forums (11), participation at conferences (9), mentoring (8) and collaboration between colleagues to help and solve problems together (8).

According to the activity logs work-related learning most often happens through reading electronic documents (e.g. online tutorials), professional blogs, social media sites and professional online forums. The most frequently logged learning activities are reading (103), personal discussion (94) and using the internet (64).

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K1.1. Is there a connection between the support of an individual's workplace learning and the learning that happens in their leisure time?

H1.1. The more learning tools and sources are available for the employee at work the more he/she feels the necessity to learn and the more efficient they consider informal learning to be, and it is more likely that they learn during their leisure time as well (including work-related knowledge).

Based on the questionnaire, 79,6% (n=129) of the employees learn with self- directed autonomous learning not only in connection with their work but also their hobbies.

Testing the hypothesis confirmed that there is a positive correlation between the number of learning opportunities and the perceived efficacy of informal learning both during work hours (rho =0,227, p=0,004), and in one's leisure time (rho=0,221, p=0,005).

It can be said that there is a positive connection between the available workplace learning opportunities and beliefs about the efficacy of informal learning both during leisure time and work.

K2. K2. What are the characteristic informal and non-formal workplace learning habits of employees of knowledge-intensive industries? What type of knowledge-sharing and knowledge supportive methods are used at the work place?

H2. H2. Informal learning can be identified both in employees learning activities and in the knowledge management processes of the workplace.

Based on the questionnaires of the case study and the content analysis of the semi- structured interviews, the learning pattern of employees of a knowledge-intensive sector primarily consist of informal learning. In 12 of the 17 recorded interviews, the interviewees specifically enumerate informal learning activities as effective methods of learning. The learning support tools that were listed when answering the previous research question are all entirely based on an employee’s informal self-directed learning, which is supported by the analysed activity log data as well. Learning most often happened in an informal way through the use of internet search engines, browsing, talking with colleagues, reading professional blogs and literature and using Wikipedia (collaborative knowledge-base).

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K2.1. Is the work-related informal learning of employees supported in knowledge- intensive industries?

H2.1. In employer practice there is less emphasis on supporting informal learning at work than there is on supporting formal learning.

Based on the results of the questionnaire research there is a significant difference between the average of informal learning opportunities (average:0,52; standard deviation:0,22) and formal learning opportunities (average:0,32; standard deviation:0,23): the result of the paired-sample t-test is t=-12,14, p<0,0001. The average of informal learning opportunities is significantly higher in terms of employees' learning support than that of formal opportunities.

It is strongly evidenced in the semi-structured interviews of the case study that both managers and employees consider informal learning to be more efficient and employers consciously try to encourage and support this, while employees need and seek informal learning opportunities at the workplace.

K3. Is there a connection between beliefs on the efficacy of informal learning and the knowledge-intensity of one's job?

H3. The more knowledge-intensive one's work is believed the more efficient informal learning is considered both at work and during leisure time.

Testing the hypotheses of the questionnaire research confirmed there is evidence of a correlation between the knowledge-intensity of the job and the perceived efficacy of informal workplace learning: rho=0,29, p<0,001. The result is significant, which means that the more knowledge-intensive a job is the more efficient the employee believes informal learning to be both in terms of work and leisure time.

All 17 interviewees thought that their job is knowledge-intensive and 12 of them thought that informal learning is especially efficient while another 2 interviewees talked of the inefficiency of formal education, which implies that they believe informal and non- formal learning to be more efficient.

Based on the above it can be deduced that the knowledge-intensive nature of a job positively correlates with the perceived efficacy of informal learning.

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K3.1. Is there a difference between the generations of information society regarding their beliefs on the efficiency of informal learning at work and during their leisure time?

H3.1. The younger generations (Y and Z) are more likely to think that informal learning at work and during leisure time is efficient compared to the older generations (X and Baby-boomers).

Based on the variance analysis conducted for testing the hypotheses there is no difference between the generations. In other words, there is no significant difference in how efficient they think informal learning in the workplace and during leisure time is.

K3.2. What do younger (Y and Z generation) employees, whose workplace learning is widely supported, think about the efficacy of workplace learning and learning support tools?

H3.2. The more efficient an employee thinks informal learning during work or leisure time is, the more efficient they think those tools/environment that provide opportunities for self-directed, autonomous, informal learning.

Based on the results of testing the hypothesis, we can say that there is positive correlation between the knowledge-intensity of generation Y individual's jobs and their belief in the efficiency of informal learning at work (rho=0,29, p=0,001) and during leisure time (rho=0,33, p<0,001). In the case of generation Z there is no measurable connection between the studied variables.

There is a correlation between the subjective efficacy of informal learning at work with the subjective efficiency of participating at conferences (rho=0,17, p=0,04), individually studying online material (rho=0,18, p=0,03), reading online professional forums (rho=0,25, p=0,002), reading online professional blogs (rho=0,19, p=0,002), writing professional blogs (rho=0,28, p=0,003), and learning through work-related activities (rho=0,22, p=0,008). If the younger generation employee thinks informal learning to be efficient in his/her work or leisure time they will think the same of those tools and environments that support self-directed, autonomous, and informal learning opportunities. It is also worth noting that the analysis of the semi-structured interviews clearly indicated the efficiency of informal learning.

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K4. What do employees think about those learning activities that involve and share personal experience and what role do they think this has in workplace learning?

Those learning activities that involve and share personal experience appeared as efficient tools to support learning in the semi-structured interviews. These learning activities often appeared as tools that support professional development, sharing knowledge and also as learning opportunities provided by the employer. Both employers and employees favour experience-based learning as opposed to theoretical and lexical knowledge. In addition, a number of the interviewees expressed that it is more exciting to learn by trying and experiencing new things rather than reading learning material.

K4.1. Do those individuals who think that learning opportunities that involve sharing and processing personal experience is more efficient participate more enthusiastically and actively in sharing knowledge?

H4. There is a positive connection between how efficient experience-based learning is perceived and how willingly knowledge is shared with colleagues.

Based on the relevant hypothesis testing of the questionnaire study, 10 of 14 learning opportunities based on sharing and/or processing personal experience show correlation (internal professional, internal knowledge sharing event, external knowledge sharing event, active participation in online professional communities, reading online professional forums, reading professional blogs, writing professional blogs or tutorials, professional mentoring, coaching and having conversations with colleagues). It can be deduced that there is a positive connection between how efficient employees consider those learning forms that are based on sharing experience and how willingly they share their knowledge with their colleagues.

K5. What is the connection between different personality factors and employees' opinions about the knowledge-intensity of their work, their daily learning activities, and their opinions on the efficiency of informal learning and the necessity of self-education?

H5. Those people who scored higher on extroversion, conscientiousness, and an openness to experiences in the Big 5 questionnaire were more likely to think that their work was knowledge-intensive, that informal learning was efficient, that self-education

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was necessary and they were more likely to feel that they learn something every day during work.

Testing the hypothesis revealed that there is a correlation between a job's knowledge-intensity and an individual's extroversion (r=0,21, p=0,008) and their openness to experiences (r=0,22, p=0,005), but there is no correlation with their conscientiousness (r=0,08, p=0,35). These calculations only confirm that it is true that those people who had higher scores on openness to experiences are more likely to think that their job is knowledge-intensive, that informal learning was efficient, that self- education was necessary and they were more likely to feel that they learn something every day during work.

K5.1. What is the connection between different personality factors and employees' motivation to make use of learning and training opportunities and sharing the knowledge gained during these learning sessions?

H5.1. Those who scored higher on factors such as extroversion, friendliness and emotional stability would be more motivated if they could only attend conferences and participate in professional trainings on the condition that they share their newly gained knowledge with their colleagues.

Based on testing the hypothesis, the calculations show correlation with extroversion, which means that those people who scored higher on extroversion would be more motivated if they could attend conferences and participate in trainings. The learning opportunity would also be more motivating if they could only gain knowledge under the condition that they share it with their colleagues.

The research results reveal that a new hypothesis can be formulated based on the semi-structured interviews regarding informal learning. Based on the semi-structured interviews I studied the patterns of work-related informal learning.

H6. Employees are more likely to identify specific self-directed and non-formal learning activities as informal learning rather than learning activities that are embedded in work or other daily activities.

The interview excerpts aptly demonstrate the difficulties in observing and identifying work-related informal learning. The interviewees who had more a reflective

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approach were more likely to identify those informal learning activities that are embedded in work or other daily activities but the majority of employees generally identified non- formal learning activities as informal ones. All in all, it can be said that from the point of view of employees there is no substantial difference between informal and non-formal learning, unlike between formal and non-formal (which necessarily includes informal) learning.

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SUMMARY

The main finding of the research is that the more learning opportunities employees have the more likely they are to think that they learn every day during work and that their jobs are knowledge-intensive. Thus, the number of available learning opportunities and the knowledge-intensity of their job has an effect on the daily learning routine and habits of employees.

The most typical learning support tools the research identified are online courses and trainings, the time allotted to learning, the use of online professional sources (blog, forum, etc.), conferences, mentor support, asking for help from colleagues and collaborative problem solving. The most common sources of work-related learning are electronic documents (e.g. online tutorials), professional blogs, social media and professional online forums. The most common method of employees' learning is reading, talking to colleagues and browsing on the internet.

There is a positive correlation between the number of available workplace learning opportunities and opinions on the efficacy of informal learning both in terms of leisure time and work. In other words, employees do not see a difference between the efficiency of leisure time and work-related informal, self-directed learning.

The research results substantiate that the vast majority of the learning patterns of employees in a knowledge-intensive industry consists of informal learning. In supporting employees' learning the average number of informal learning opportunities are significantly higher than those of formal learning and both employees and employers agree that this mode of learning is more effective. In the three companies I studied, the managers consciously try to encourage and support informal learning opportunities, while employees need and seek them. Both employers and employees in a knowledge-intensive industry consider those learning activities where one can process and share personal experiences effective, which is supported by the fact that these opportunities are available in large numbers. The employers and employees participating in the study favour experience-based learning compared to theoretical, lexical knowledge.

The research results reaffirm the role and place of informal learning in workplace learning, although the study was admittedly directed at the innovative IT sector, where the ability to learn independently is a basic skill and daily learning is expected not only from employers but from employees as well. For this reason, the efficiency and effectiveness of informal learning, and as a result, its support in the studied sector is

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different from the general Hungarian approach, as most sectors in Hungary are still working on making it possible to acknowledge informal knowledge, and to be able to offer any informal learning opportunities. However, the research results show that nowadays we can talk about much more opportunities in the context of workplace learning than to restrict these to corporate trainings, which I think is beyond the boundaries of the IT sector; in other words, it is independent of sectors.

Hopefully these research results will contribute to spreading a new approach to supporting learning in innovative industries, thus promoting the acceptance of informal and non-formal learning as equally important in the labour market and not only during assessment, but in training and development as well. Based on the results it is possible to create (pilot) HR practices whose direct cost would not burden organizations significantly, yet they could support employees' learning more effectively.

It is clear from the results that reinterpreting workplace learning is necessary due to economic, social and technological changes that render the presence and importance of informal learning unquestionable (especially with regard to the younger generations).

The results of my research can be used only to a limited extent as they are only applicable to employees in the IT sector. The most substantial issue with the chosen sector was its availability and its actors' low level of willingness to participate. Due to the low participation rate the research was conducted with a lower number of samples than originally planned which was counterbalanced by using a complex methodology.

A complete study of workplace learning would be an impossible task within the framework of a doctoral dissertation, one of the research directions might be a research with larger sampling in case of either the questionnaire or the activity log and the case studies. In addition to the IT sector, it would also be fruitful to study other knowledge- intensive sectors where, despite the sectoral knowledge-intensity, the conditions for workplace learning are less ideal. Furthermore, it might also provide interesting results on ways of workplace informal learning to study sectors that are not knowledge-intensive.

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AUTHOR’S PUBLICATION S ON THE SUBJECT OF THE DISSERTATION

1. Stéber, A. (2014): A munkahely mint a felnőttkori tanulás színtere: Tények és magyarázatok. In: Csiszár I. és Kőmíves, P. M. (szerk.): Tavaszi Szél 2014 / Spring Wind 2014. IV. kötet. Szociológia és multidiszciplináris társadalom, pszichológia és neveléstudomány, hittudomány. Doktoranduszok Országos Szövetsége, Debrecen. 411–421.

2. Stéber, A. (2014): Az informális tanulás lehetőségei. Tudásmenedzsment. 15. 1.sz.

13–28.

3. Stéber, A. (2015): Az informális tanulás és a tudásmenedzsment összefüggései a munkahelyi tanulás kontextusában. In: Lőrincz Ildikó (szerk.): XVIII. Apáczai- napok. Quid est veritas? (Jn 18,38): Teóriák, hipotézisek és az igazság viszonya.

Nyugat‐magyarországi Egyetem Kiadó, Győr, Sopron. 47–56.

4. Stéber, A. (2016): Workplace learning as a constructivist learning environment among Generation Y. In: Lőrincz Ildikó (szerk.) XIX. Apáczai-napok.

Tudományos Konferencia. Tanulmánykötet: Gondolkodási struktúrák és kreativitás. Széchenyi István Egyetem Apáczai Csere János Kar, Győr. 15–22.

5. Stéber, A. (2016): Az Y generáció és a munkahelyi tanulás. In: Buda, A., Kiss E.

(szerk.): Interdiszciplináris pedagógia és az oktatási rendszer újraformálása: A IX. Kiss Árpád Emlékkonferencia előadásainak szerkesztett változata. Kiss Árpád Archívum Könyvtára, DE Neveléstudományok Intézete, Debrecen. 354–364.

6. Stéber, A. (2016): Opportunities of Informal Learning at Workplace. In: Crişan, M.M és Costea R., A. (szerk.:) Beliefs and Behaviours in Education and Culture:

Cultural determinants and education. Pro Universitaria, Bucharest. 105–114.

7. Stéber, A. (2017): A munkához kapcsolódó tanulás nemzetközi tendenciái. In:

Kovács, Zs., Kereszty, O., Kraiciné, Sz. M. (szerk.): A felnőttek tanulásának és képzésének meghatározó trendjei. Tanulmányok. ELTE Eötvös Kiadó, Budapest.

173–192.

8. Stéber A. és Kereszty, O. (2015): Az informális tanulás értelmezései a XXI.

században. Új Pedagógiai Szemle. 2015/9–10.sz. 30–44.

9. Stéber A. és Kereszty, O. (2015): A munkahelyi tanulás támogatási formái – a tudásmenedzsment szerepe. Az elméleti kutatások kritikai elemzése. Szakképzési

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10. Stéber A. és Kereszty, O. (2016): A tudásmenedzsment a munkahelyi tanulásban.

Neveléstudomány. 2016/4. sz. 20–30.

CONFERENCE TALKS ON THE SUBJECT OF THE DISSERTATION

1. Stéber, A. (2014): A munkahely mint a felnőttkori tanulás színtere: Tények és magyarázatok. Tavaszi Szél 2014 / Spring Wind 2014 Doktorandusz

Konferencia. Debrecen, Magyarország, 2014.03.21–2014.03.23.

2. Stéber, A. (2014): A munkahelyi tanulás jelene. Hungarian Conference on Educational Research. Szeged, Magyarország. 2014.05.29–2014.05.30.

3. Stéber, A. (2014): Az informális tanulás és a tudásmenedzsment összefüggései a munkahelyi tanulás kontextusában. XVIII. Apáczai-napok. Quid est veritas?

(Jn 18,38): Teóriák, hipotézisek és az igazság viszonya. Győr, Magyarország, 2014.10.21–2014.10.22.

4. Stéber, A. (2014): A munkahelyi tanulás megvalósulásainak vizsgálata a tudásmenedzsmenttel összefüggésben. A felnőttek tanulásának és oktatásának legújabb kérdései: Doktorandusz Konferencia. Debrecen, Magyarország, 2014.11.28

5. Stéber, A. (2015): Oppotunities of informal learning in the workplace.

International Conference Beliefs and Behaviours in Education and Culture.Timisoara (Temesvár), Románia, 2015.06.25–2015.06.27.

6. Stéber, A. (2015): Az Y generáció és a munkahelyi tanulás. Interdiszciplináris Pedagógia és az oktatási rendszer újraformálása: IX. Kiss Árpád

Emlékkonferencia. Debrecen, Magyarország, 2015.09.25–2015.09.26.

7. Stéber, A. (2015): Workplace learning as a constructivist learning environment among Generation Y. XIX. Apáczai-napok.. Gondolkodási struktúrák és

kreativitás. Tudományos Konferencia. Győr, Magyarország. 2015.10.21–

2015.10.22.

8. Stéber, A. (2015): A munkahelyi tanulás vizsgálata az informális tanulás aspektusából. Pedagógusok, tanulók, iskolák - az értékformálás, az

értékközvetítés és az értékteremtés világa: XV. Országos Neveléstudományi Konferencia. Budapest, Magyarország, 2015.11.19–2015.11.21.

EÖTVÖS LORÁND UNIVERSITY FACULTY OF EDUCATION AND PSYCHOLOGY PHD SCHOOL OF EDUCATION ADULT LEARNING AND EDUCATION PROGRAMME