About 'distance learning master programs'|... while their owner went to learn things and discover and grow and feel...so, and timelines and geography and distance and rules be damned, I ...

About 'distance learning master programs'|... while their owner went to learn things and discover and grow and feel...so, and timelines and geography and distance and rules be damned, I ...

Ｉｎ               ｔｏｄａｙ'ｓ               ｗｏｒｌｄ               ｏｒｇａｎｉｚａｔｉｏｎｓ               ｏｆ               ａｌｌ               ｔｙｐｅｓ               ａｒｅ               ｆａｃｅｄ               ｗｉｔｈ               ｉｎｃｒｅａｓｅｄ               ｇｌｏｂａｌ               ｃｏｍｐｅｔｉｔｉｏｎ               ａｎｄ               ｔｈｅ               ｃｏｎｃｏｍｉｔａｎｔ               ｎｅｅｄ               ｔｏ               ｐｒｏｖｉｄｅ               ｔｈｅ               ｈｉｇｈｅｓｔ               ｑｕａｌｉｔｙ               ｐｒｏｄｕｃｔ               ｏｒ               ｓｅｒｖｉｃｅ               ａｔ               ｔｈｅ               ｌｏｗｅｓｔ               ｃｏｓｔ. Ｔｈｉｓ               ｓｉｔｕａｔｉｏｎ               ｈａｓ               ｃｒｅａｔｅｄ               ａ               ｄｉｆｆｉｃｕｌｔ               ｐａｒａｄｏｘ               ｆｏｒ               ｔｒａｉｎｉｎｇ               ａｎｄ               ｈｕｍａｎ               ｒｅｓｏｕｒｃｅ               ｐｒｏｆｅｓｓｉｏｎａｌｓ               ｗｈｏ               ｍｕｓｔ               ｄｅｖｅｌｏｐ               ｆｌｅｘｉｂｌｅ               ｗｏｒｋｅｒｓ               ｃａｐａｂｌｅ               ｏｆ               ａｄａｐｔｉｎｇ               ｔｏ               ｃｏｎｓｔａｎｔ               ｃｈａｎｇｅ,               ｗｈｉｌｅ               ａｔ               ｔｈｅ               ｓａｍｅ               ｔｉｍｅ               ｄｅａｌｉｎｇ               ｗｉｔｈ               ｒｅｄｕｃｅｄ               ｂｕｄｇｅｔｓ               ａｓ               ｔｈｅｉｒ               ｏｒｇａｎｉｚａｔｉｏｎｓ               ｌｏｏｋ               ｔｏ               ｃｕｔ               ｃｏｓｔｓ. Ｏｒｇａｎｉｚａｔｉｏｎｓ               ａｒｏｕｎｄ               ｔｈｅ               ｗｏｒｌｄ               ｄｅｖｏｔｅ               ｓｉｇｎｉｆｉｃａｎｔ               ｅｆｆｏｒｔ               ａｎｄ               ｒｅｓｏｕｒｃｅｓ               ｅａｃｈ               ｙｅａｒ               ｔｏ               ｆｏｒｍａｌ               ａｎｄ               ｉｎｆｏｒｍａｌ               ｔｒａｉｎｉｎｇ               ａｃｔｉｖｉｔｉｅｓ               ｔｏ               ｄｅｖｅｌｏｐ               ｔｈｅｉｒ               ｈｕｍａｎ               ｃａｐｉｔａｌ. Ｍｕｃｈ               ｏｆ               ｔｈｅ               ｒｅｓｅａｒｃｈ               ｉｎ               ｔｈｅ               ａｒｅａ               ｏｆ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ,               ｈｏｗｅｖｅｒ,               ｈａｓ               ｆｏｃｕｓｅｄ               ｏｎ               ｆｏｒｍａｌ               ｃｌａｓｓｒｏｏｍ-ｂａｓｅｄ               ｔｒａｉｎｉｎｇ. Ｏｎｅ               ｐｒｏｂｌｅｍ               ｔｈａｔ               ｄｅｓｅｒｖｅｓ               ｍｕｃｈ               ｍｏｒｅ               ａｔｔｅｎｔｉｏｎ,               ｔｈｅｒｅｆｏｒｅ,               ｂｙ               ｂｏｔｈ               ｔｒａｉｎｉｎｇ               ｐｒｏｆｅｓｓｉｏｎａｌｓ               ａｎｄ               ａｄｕｌｔ               ｅｄｕｃａｔｏｒｓ               ｉｓ               -               ｈｏｗ               ｔｏ               ｉｎｃｒｅａｓｅ               ａｎｄ               ｉｍｐｒｏｖｅ               ｌｅａｒｎｉｎｇ               ｏｎ-ｔｈｅ-ｊｏｂ               ｉｎ               ｔｏｄａｙ'ｓ               ｈｉｇｈｌｙ               ｍｏｂｉｌｅ               ａｎｄ               ｄｙｎａｍｉｃ               ｗｏｒｋｐｌａｃｅ. Ｏｎｅ               ａｎｓｗｅｒ               ｌｉｅｓ               ｉｎ               ｂｅｔｔｅｒ               ｋｎｏｗｌｅｄｇｅ               ｏｆ               ｈｏｗ               ｗｏｒｋｅｒｓ               ａｃｔｕａｌｌｙ               ｌｅａｒｎ               ｏｎ               ｔｈｅ               ｊｏｂ. Ｔｈｅ               ｓｔｕｄｙ               ｏｆ               ａｄｕｌｔ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ               ｏｆｆｅｒｓ               ｇｒｅａｔ               ｐｏｔｅｎｔｉａｌ               ｆｏｒ               ｔｈｉｓ               ｐｈｅｎｏｍｅｎｏｎ.                ＰＵＲＰＯＳＥ               ＯＦ               ＴＨＥ               ＳＴＵＤＹ                Ｔｈｉｓ               ａｒｔｉｃｌｅ               ｂｒｉｅｆｌｙ               ｄｉｓｃｕｓｓｅｓ               ｔｈｅ               ｒｅｓｕｌｔｓ               ｏｆ               ａ               ｓｔｕｄｙ               ｏｆ               ｔｈｅ               ｃｈａｒａｃｔｅｒｉｓｔｉｃｓ               ｏｆ               ｔｈｅ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ               ｐｒｏｊｅｃｔｓ               ｏｆ               ａ               ｇｒｏｕｐ               ｏｆ               ｈｉｇｈｌｙ               ｍｏｂｉｌｅ               ｗｏｒｋｅｒｓ               (ＤｅＳａｌｖｏ,               1999). Ｔｈｅ               ｓｔｕｄｙ               ｄｅｆｉｎｅｄ               ｔｈｅｓｅ               ｐｒｏｊｅｃｔｓ               ａｓ,               "ａ               ｐｕｒｐｏｓｉｖｅ               ｌｅａｒｎｉｎｇ               ａｃｔｉｖｉｔｙ,               ｃｏｎｄｕｃｔｅｄ               ｂｙ               ｔｈｅ               ｌｅａｒｎｅｒ,               ｗｈｉｃｈ               ｉｎｖｏｌｖｅｄ               ａ               ｓｅｒｉｅｓ               ｏｆ               ｌｅａｒｎｉｎｇ               ｅｐｉｓｏｄｅｓ,               ａｄｄｉｎｇ               ｕｐ               ｔｏ               ａｔ               ｌｅａｓｔ               ｓｅｖｅｎ               ｈｏｕｒｓ,               ｔｈａｔ               ｗａｓ               ｄｅｓｉｇｎｅｄ               ｔｏ               ａｎｓｗｅｒ               ａ               ｑｕｅｓｔｉｏｎ,               ｓｏｌｖｅ               ａ               ｐｒｏｂｌｅｍ,               ｒｅｔａｉｎ               ｉｎｆｏｒｍａｔｉｏｎ,               ｄｅｖｅｌｏｐ               ｎｅｗ               ｕｎｄｅｒｓｔａｎｄｉｎｇ               ｏｒ               ａｗａｒｅｎｅｓｓ,               ｏｒ               ｐｅｒｆｏｒｍ               ａ               ｎｅｗ               ｍｏｔｏｒ               ｓｋｉｌｌ,               ｒｅｌａｔｅｄ               ｔｏ               ｔｈｅ               ｌｅａｒｎｅｒ'ｓ               ｗｏｒｋ               (Ａｄａｐｔｅｄ               ｆｒｏｍ               Ｌｏｎｇ,               Ｈ.Ｂ.,               1992).                ＳＴＵＤＹ               ＧＲＯＵＰ                Ｔｈｅ               ｇｒｏｕｐ               ｓｔｕｄｉｅｄ               ｃｏｎｓｉｓｔｅｄ               ｏｆ               13               ｆｅｄｅｒａｌ               ｌａｗ               ｅｎｆｏｒｃｅｍｅｎｔ               ａｇｅｎｔｓ,               ａｌｌ               ｏｆ               ｗｈｏｍ               ｗｅｒｅ               ｃｏｌｌｅｇｅ               ｇｒａｄｕａｔｅｓ               ａｎｄ               ｈａｄ               ｂｅｅｎ               ｅｍｐｌｏｙｅｄ               ｂｙ               ｔｈｅｉｒ               ａｇｅｎｃｙ               ｆｏｒ               ｍｏｒｅ               ｔｈａｎ               24               ｍｏｎｔｈｓ. Ｅａｃｈ               ｏｆ               ｔｈｅ               13               ｓｔｕｄｙ               ｐａｒｔｉｃｉｐａｎｔｓ               ｗｅｒｅ               ｉｎｔｅｒｖｉｅｗｅｄ               ｕｓｉｎｇ               ａ               13-ｐａｇｅ               ｉｎｔｅｒｖｉｅｗ               ｐｒｏｔｏｃｏｌ               ｔｈａｔ               ｅｘａｍｉｎｅｄ               ｔｈｅｉｒ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ               ａｃｔｉｖｉｔｉｅｓ               ｏｖｅｒ               ｔｈｅ               ｐｒｅｖｉｏｕｓ               12               ｍｏｎｔｈｓ. Ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ               ｗｅｒｅ               ａｌｌ               ｅｍｐｌｏｙｅｅｓ               ｏｆ               ａ               ｆｅｄｅｒａｌ               ａｇｅｎｃｙ               ｔｈａｔ               ｅｍｐｌｏｙｓ               ａ               ｄｉｓｔｉｎｃｔ               ｐｅｒｓｏｎｎｅｌ               ｓｙｓｔｅｍ               ｂａｓｅｄ               ｏｎ               ｆｒｅｑｕｅｎｔ               ｇｅｏｇｒａｐｈｉｃ               ｃｈａｎｇｅｓ               ｏｆ               ａｓｓｉｇｎｍｅｎｔ               ａｎｄ               ｆｒｅｑｕｅｎｔ               ｃｈａｎｇｅｓ               ｉｎ               ｊｏｂ               ｏｐｐｏｒｔｕｎｉｔｉｅｓ. Ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ'               ａｇｅｎｃｙ               ｏｐｅｒａｔｅｄ               ｏｎ               ｔｈｅ               ｐｒｉｎｃｉｐａｌ               ｏｆ               ｄｅｖｅｌｏｐｉｎｇ               ａ               "ｇｅｎｅｒａｌｉｓｔ"               ｅｍｐｌｏｙｅｅ               ａｎｄ               ｒｅｑｕｉｒｅｄ               ａ               ｃｈａｎｇｅ               ｏｆ               ｗｏｒｋ               ａｓｓｉｇｎｍｅｎｔ               ａｐｐｒｏｘｉｍａｔｅｌｙ               ｅｖｅｒｙ               2-3               ｙｅａｒｓ. Ｄｕｒｉｎｇ               ａｎｙ               2-3               ｙｅａｒ               ａｓｓｉｇｎｍｅｎｔ,               ｐａｒｔｉｃｉｐａｎｔｓ               ｗｅｒｅ               ｆｒｅｑｕｅｎｔｌｙ               ｒｏｔａｔｅｄ               ｗｉｔｈｉｎ               ｄｉｆｆｅｒｅｎｔ               ｊｏｂｓ               ｗｉｔｈｉｎ               ｔｈｅ               ａｓｓｉｇｎｅｄ               ｗｏｒｋ               ｕｎｉｔ. Ｅｖｅｒｙ               ｆｉｖｅ               ｙｅａｒｓ               ｔｈｅ               ｓｕｂｊｅｃｔｓ               ｗｅｒｅ               ｒｅｑｕｉｒｅｄ               ｔｏ               ｓｅｒｖｅ,               ａｔ               ａ               ｍｉｎｉｍｕｍ,               ｏｎｅ               ｔｏｕｒ               ｏｆ               ｄｕｔｙ               ｏｕｔｓｉｄｅ               ｏｆ               ｔｈｅ               Ｕ.Ｓ. ｆｏｒ               ａｐｐｒｏｘｉｍａｔｅｌｙ               2-3               ｙｅａｒｓ. Ｔｈｉｓ               ｍａｙ               ｂｅ               ｆｏｌｌｏｗｅｄ               ｂｙ               ａ               ｓｅｃｏｎｄ               ｃｏｎｓｅｃｕｔｉｖｅ               ｏｖｅｒｓｅａｓ               ａｓｓｉｇｎｍｅｎｔ               ｏｒ               ｂｙ               ｒｏｔａｔｉｏｎ               ｔｏ               ａｎｏｔｈｅｒ               ａｓｓｉｇｎｍｅｎｔ               ｗｉｔｈｉｎ               ｔｈｅ               Ｕｎｉｔｅｄ               Ｓｔａｔｅｓ               . Ｔｈｉｓ               ｐａｔｔｅｒｎ               ｏｆ               ｏｖｅｒｓｅａｓ               ｔｏｕｒｓ,               ｆｏｌｌｏｗｅｄ               ｂｙ               ｄｏｍｅｓｔｉｃ               ｔｏｕｒｓ,               ｃｏｎｔｉｎｕｅｄ               ｔｈｒｏｕｇｈｏｕｔ               ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ'               ｃａｒｅｅｒｓ.                ＫＥＹ               ＲＥＳＵＬＴＳ               ＯＦ               ＴＨＥ               ＳＴＵＤＹ                Ｐａｒｔｉｃｉｐａｎｔｓ                Ｔｈｅ               13               ｓｔｕｄｙ               ｐａｒｔｉｃｉｐａｎｔｓ               ｈａｄ               ａ               ｃｏｍｂｉｎｅｄ               ｔｏｔａｌ               ｏｆ               112               ｙｅａｒｓ               ｏｆ               ｅｘｐｅｒｉｅｎｃｅ               ｗｉｔｈ               ｔｈｅ               ａｇｅｎｃｙ               ａｎｄ               ｈａｄ               ｃｈａｎｇｅｄ               ａｓｓｉｇｎｍｅｎｔｓ               7.6               ｔｉｍｅｓ               ｄｕｒｉｎｇ               ｔｈｅｉｒ               ｃｏｍｂｉｎｅｄ               ｃａｒｅｅｒｓ. Ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ               ｈａｄ               ｃｈａｎｇｅｄ               ｇｅｏｇｒａｐｈｉｃ               ａｓｓｉｇｎｍｅｎｔ               ｌｏｃａｔｉｏｎｓ               ａｎ               ａｖｅｒａｇｅ               ｏｆ               5.9               ｔｉｍｅｓ               ｗｉｔｈ               ｔｈｅ               ａｇｅｎｃｙ. Ｐａｒｔｉｃｉｐａｎｔｓ               ｈａｄ               ｃｕｍｕｌａｔｉｖｅｌｙ               ｓｅｒｖｅｄ               ｉｎ               ｆｉｖｅ               ｄｉｆｆｅｒｅｎｔ               ｃｉｔｉｅｓ               ｗｉｔｈｉｎ               ｔｈｅ               Ｕｎｉｔｅｄ               Ｓｔａｔｅｓ               ａｎｄ               15               ｃｏｕｎｔｒｉｅｓ               ｏｕｔｓｉｄｅ               ｏｆ               ｔｈｅ               Ｕｎｉｔｅｄ               Ｓｔａｔｅｓ               .                Ｐａｒｔｉｃｉｐａｎｔ               Ｓｅｌｆ-Ｄｉｒｅｃｔｅｄ               Ｌｅａｒｎｉｎｇ               Ｐｒｏｊｅｃｔｓ                -               Ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔ               ｉｎｔｅｒｖｉｅｗｓ               ｒｅｖｅａｌｅｄ               ｔｈａｔ               ｔｈｅｙ               ｈａｄ               ｃｏｍｐｌｅｔｅｄ               ａ               ｔｏｔａｌ               ｏｆ               82               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｌｅａｒｎｉｎｇ               ｐｒｏｊｅｃｔｓ               ｔｈａｔ               ｍｅｔ               ｔｈｅ               ｓｔｕｄｙ               ｄｅｆｉｎｉｔｉｏｎ.                -               Ｔｈｅ               82               ｐｒｏｊｅｃｔｓ               ａｃｃｏｕｎｔｅｄ               ｆｏｒ               ａ               ｍｉｎｉｍｕｍ               ｏｆ               5,               572               ｈｏｕｒｓ               ｏｖｅｒ               ｔｈｅ               12-ｍｏｎｔｈ               ｐｅｒｉｏｄ               ｓｔｕｄｉｅｄ. Ｔｈｅ               ａｖｅｒａｇｅ               ｎｕｍｂｅｒ               ｏｆ               ｐｒｏｊｅｃｔｓ               ｕｎｄｅｒｔａｋｅｎ               ｂｙ               ｔｈｅ               13               ｐａｒｔｉｃｉｐａｎｔｓ               ｗａｓ               6.3               ａｎｄ               ｔｈｅ               ａｖｅｒａｇｅ               ｎｕｍｂｅｒ               ｏｆ               ｈｏｕｒｓ               ｄｅｖｏｔｅｄ               ｔｏ               ｅａｃｈ               ｐｒｏｊｅｃｔ               ｗａｓ               ａｐｐｒｏｘｉｍａｔｅｌｙ               68               ｈｏｕｒｓ/ｐｒｏｊｅｃｔ. Ｔｈｅ               ａｖｅｒａｇｅ               ｎｕｍｂｅｒ               ｏｆ               ｈｏｕｒｓ               ｅａｃｈ               ｐａｒｔｉｃｉｐａｎｔ               ｄｅｖｏｔｅｄ               ｔｏ               ａｌｌ               ｏｆ               ｔｈｅｉｒ               ｐｒｏｊｅｃｔｓ               ｉｎ               ａ               12-ｍｏｎｔｈ               ｐｅｒｉｏｄ               ｗａｓ               428.6               ｈｏｕｒｓ.                -               Ａｎａｌｙｓｉｓ               ｏｆ               ｔｈｅ               ｓｔｕｄｙ               ｄａｔａ               ｒｅｖｅａｌｅｄ               ｔｈａｔ               77%               ｏｆ               ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ               ｗｅｒｅ               ｉｎｖｏｌｖｅｄ               ｉｎ               ｐｒｏｊｅｃｔｓ               ｒｅｌａｔｅｄ               ｔｏ               ａｔｔｅｍｐｔｓ               ｔｏ               ａｃｑｕｉｒｅ               ｋｎｏｗｌｅｄｇｅ               ｏｒ               ｓｋｉｌｌｓ               ｉｎ               ｃｏｍｐｕｔｅｒ               ｏｐｅｒａｔｉｏｎｓ;               62%               ｗｅｒｅ               ｉｎｖｏｌｖｅｄ               ｉｎ               ｐｒｏｊｅｃｔｓ               ｉｎｖｏｌｖｉｎｇ               ｔｈｅ               ｍａｉｎ               ｆｏｃｕｓ               ｏｆ               ｔｈｅｉｒ               ｃｕｒｒｅｎｔ               ｊｏｂｓ               (ｃｒｉｍｉｎａｌ               ｉｎｖｅｓｔｉｇａｔｉｖｅ               ｐｒｏｃｅｄｕｒｅｓ               ａｎｄ               ｔｅｃｈｎｉｑｕｅｓ);               ａｎｄ               46%               ｗｅｒｅ               ｉｎｖｏｌｖｅｄ               ｉｎ               ｐｒｏｊｅｃｔｓ               ｉｎｖｏｌｖｉｎｇ               ｌｅｇａｌ               ａｎｄ               ｊｕｄｉｃｉａｌ               ｐｒｏｃｅｄｕｒｅｓ.                -               Ａｄｄｉｔｉｏｎａｌ               ａｎａｌｙｓｉｓ               ｒｅｖｅａｌｅｄ               ｔｈａｔ               ａｐｐｒｏｘｉｍａｔｅｌｙ               89%               ｏｆ               ｔｈｅ               ｐｒｏｊｅｃｔｓ               ｗｅｒｅ               ｔｒａｉｎｉｎｇ               ｏｒｉｅｎｔｅｄ,               ｔｈａｔ               ｉｓ,               ｔｈｅｙ               ｗｅｒｅ               ｆｏｃｕｓｅｄ               ｏｎ               ｌｅａｒｎｉｎｇ               ｓｋｉｌｌｓ               ｏｒ               ｋｎｏｗｌｅｄｇｅ               ｆｏｒ               ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ               ｃｕｒｒｅｎｔ               ｊｏｂ;               ａｐｐｒｏｘｉｍａｔｅｌｙ               10%               ｗｅｒｅ               ｅｄｕｃａｔｉｏｎ               ｏｒｉｅｎｔｅｄ               ａｓ               ｔｈｅｙ               ｆｏｃｕｓｅｄ               ｏｎ               ｌｅａｒｎｉｎｇ               ｓｋｉｌｌｓ               ｏｒ               ｋｎｏｗｌｅｄｇｅ               ｆｏｒ               ａ               ｆｕｔｕｒｅ               ｊｏｂ;               ａｎｄ               ａｐｐｒｏｘｉｍａｔｅｌｙ               1%               ｏｆ               ｔｈｅ               ｐｒｏｊｅｃｔｓ               ｗｅｒｅ               ｃｏｎｃｅｒｎｅｄ               ｗｉｔｈ               ｎｏｎ-ｓｐｅｃｉｆｉｃ               ｄｅｖｅｌｏｐｍｅｎｔ               ｏｆ               ｋｎｏｗｌｅｄｇｅ               ａｎｄ               ｓｋｉｌｌｓ.                -               Ｔｈｅ               ｓｔｕｄｙ               ｒｅｓｕｌｔｓ               ｉｌｌｕｓｔｒａｔｅｄ               ｔｈｅ               ｉｍｐｏｒｔａｎｃｅ               ｏｆ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ               ｆｏｒ               ｓｉｍｉｌａｒ               ｐｏｐｕｌａｔｉｏｎｓ               ｏｆ               ｈｉｇｈｌｙ               ｍｏｂｉｌｅ               ｗｏｒｋｅｒｓ.                -               Ｔｈｅ               ｓｔｕｄｙ               ｒｅｆｌｅｃｔｅｄ               ｔｈａｔ               ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ               ｔｅｎｄｅｄ               ｔｏ               ｃｈｏｏｓｅ               ｃｏ-ｗｏｒｋｅｒｓ               ａｓ               ｔｈｅｉｒ               ｐｒｉｍａｒｙ               ｌｅａｒｎｉｎｇ               ｒｅｓｏｕｒｃｅ               ｆｏｒ               ｔｈｅｉｒ               ｐｒｏｊｅｃｔｓ. Ｃｏ-ｗｏｒｋｅｒｓ               ａｎｄ               ｓｕｐｅｒｖｉｓｏｒｓ               ｗｅｒｅ               ｔｈｅ               ｍｏｓｔ               ｉｍｐｏｒｔａｎｔ               ｓｏｕｒｃｅｓ               ｏｆ               ｌｅａｒｎｉｎｇ               ａｓ               ｔｈｅｙ               ａｐｐｅａｒｅｄ               ｔｏ               ｆｉｌｌ               ｔｈｅ               ｃｒｉｔｉｃａｌ               ｒｏｌｅ               ａｓ               ｐｕｒｖｅｙｏｒｓ               ｏｆ               ｔｈｅ               ｃｏｎｔｅｘｔｕａｌ               ａｎｄ               ｗｏｒｋ               ｇｒｏｕｐ               ｃｕｌｔｕｒｅ,               ｔｈａｔ               ｉｓ,               ｔｈｅｙ               ａｒｅ               ｔｈｅ               ｐｅｒｓｏｎｓ               ｗｈｏ               ｔｅａｃｈ               ａ               ｆｅｌｌｏｗ               ｗｏｒｋｅｒ               "ｈｏｗ               ｔｈｉｎｇｓ               ａｒｅ               ｒｅａｌｌｙ               ｄｏｎｅ               ａｒｏｕｎｄ               ｈｅｒｅ".                -               Ｔｈｅ               ｓｔｕｄｙ               ｒｅｆｌｅｃｔｅｄ               ｔｈａｔ               ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ               ｐｒｉｍａｒｉｌｙ               ｆｏｌｌｏｗｅｄ               ａ               ｎｏｎ-ｓｔｒｕｃｔｕｒｅｄ,               ｎｏｎ-ｌｉｎｅａｒ,               ｉｎｄｉｖｉｄｕａｌｉｚｅｄ               ｐｒｏｃｅｓｓ               ｉｎ               ｔｈｅｉｒ               ｌｅａｒｎｉｎｇ               ｐｒｏｊｅｃｔｓ.                -               Ｔｈｅ               ｓｔｕｄｙ               ｐａｒｔｉｃｉｐａｎｔｓ               ｕｓｅｄ               ｔｈｅｍｓｅｌｖｅｓ               ａｓ               ｔｈｅ               ｐｒｉｎｃｉｐａｌ               ｐｌａｎｎｅｒｓ               ｉｎ               ｔｈｅ               ｍａｊｏｒｉｔｙ               ｏｆ               ｔｈｅｉｒ               ｐｒｏｊｅｃｔｓ.                -               Ｉｎ               ａｐｐｒｏｘｉｍａｔｅｌｙ               79.3%               ｏｆ               ｔｈｅ               ｐａｒｔｉｃｉｐａｎｔｓ               ｌｅａｒｎｉｎｇ               ｐｒｏｊｅｃｔｓ               -               ｊｏｂ               ｎｅｃｅｓｓｉｔｙ               ａｎｄ               ｐｅｒｓｏｎａｌ               ｉｎｔｅｒｅｓｔ               ｗｅｒｅ               ｔｈｅ               ｍｏｔｉｖａｔｉｎｇ               ｆａｃｔｏｒｓ.                -               Ｔｈｅ               ｓｔｕｄｙ               ｐａｒｔｉｃｉｐａｎｔｓ               ｒｅｐｏｒｔｅｄ               ｔｈａｔ               ｔｈｅｙ               ｗｅｒｅ               ｖｅｒｙ               ｓａｔｉｓｆｉｅｄ               ｗｉｔｈ               ｔｈｅ               ｒｅｓｕｌｔｓ               ｏｆ               ｔｈｅ               ｍａｊｏｒｉｔｙ               ｏｆ               ｔｈｅｉｒ               ｐｒｏｊｅｃｔｓ.                -               Ｔｈｅ               ｓｔｕｄｙ               ｐａｒｔｉｃｉｐａｎｔｓ               ｒｅｐｏｒｔｅｄ               ｔｈａｔ               ｔｈｅ               ｍａｊｏｒｉｔｙ               ｏｆ               ｉｎｄｉｖｉｄｕａｌ               ｐｒｏｊｅｃｔ               ｂａｒｒｉｅｒｓ               ｅｘｐｅｒｉｅｎｃｅｄ               ｗｅｒｅ               ｏｒｇａｎｉｚａｔｉｏｎａｌ.                Ｒｅｃｏｍｍｅｎｄａｔｉｏｎｓ               Ｆｏｒ               Ｏｒｇａｎｉｚａｔｉｏｎｓ                -               Ｏｒｇａｎｉｚａｔｉｏｎｓ               ｓｈｏｕｌｄ               ｐｕｂｌｉｃｌｙ               ａｃｋｎｏｗｌｅｄｇｅ               ｔｈｅ               ｉｍｐｏｒｔａｎｃｅ               ａｎｄ               ｖａｌｕｅ               ｏｆ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ               ａｎｄ               ｄｅｖｉｓｅ               ｓｙｓｔｅｍｓ               ｏｆ               ｉｎｃｅｎｔｉｖｅｓ               ａｎｄ               ｒｅｗａｒｄｓ               ｔｏ               ｅｎｃｏｕｒａｇｅ               ｔｈｅｓｅ               ｅｎｄｅａｖｏｒｓ               ｂｙ               ｔｈｅｉｒ               ｗｏｒｋｅｒｓ.                -               Ｗｈｅｎ               ｐｏｓｓｉｂｌｅ,               ｏｒｇａｎｉｚａｔｉｏｎｓ               ｓｈｏｕｌｄ               ｄｅｖｅｌｏｐ               ｃａｒｅｅｒ               ｄｅｖｅｌｏｐｍｅｎｔ               ｓｙｓｔｅｍｓ               ｔｈａｔ               ｓｕｐｐｏｒｔ               ａｎｄ               ｅｎｃｏｕｒａｇｅ               ｃｏｎｔｉｎｕｏｕｓ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ. Ａｔ               ａ               ｍｉｎｉｍｕｍ,               ｏｒｇａｎｉｚａｔｉｏｎｓ               ｓｈｏｕｌｄ               ｄｅｖｅｌｏｐ               ａｎｄ               ｐｕｂｌｉｓｈ               ｆｏｒ               ｔｈｅｉｒ               ｅｍｐｌｏｙｅｅｓ               ａ               ｃｏｍｐｒｅｈｅｎｓｉｖｅ               ｌｉｓｔ               ｏｆ               ｓｋｉｌｌｓ               ａｎｄ               ｋｎｏｗｌｅｄｇｅ               ｒｅｑｕｉｒｅｍｅｎｔｓ               ｎｅｅｄｅｄ               ｆｏｒ               ｓｕｃｃｅｓｓ               ｉｎ               ｅａｃｈ               ｐｏｓｉｔｉｏｎ.                -               Ｈｕｍａｎ               ｒｅｓｏｕｒｃｅ               ａｎｄ               ｔｒａｉｎｉｎｇ               ｐｒｏｆｅｓｓｉｏｎａｌｓ               ｓｈｏｕｌｄ               ｄｅｖｅｌｏｐ               ｐｒｏｇｒａｍｓ               ａｎｄ               ｍａｔｅｒｉａｌｓ               ｔｈａｔ,               (ａ)               ａｄｄｒｅｓｓ               ｔｈｅ               ｉｎｄｉｖｉｄｕａｌ               ｎｅｅｄｓ               ｏｆ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｅｒｓ,               ａｎｄ               (ｂ)               ａｔｔｅｍｐｔ               ｔｏ               ｉｍｐｒｏｖｅ               ｔｈｅｉｒ               ｍｏｔｉｖａｔｉｏｎ               ａｎｄ               ａｂｉｌｉｔｙ               ｔｏ               ｃｏｎｔｉｎｕｏｕｓｌｙ               ｌｅａｒｎ               ｏｎ-ｔｈｅ-ｊｏｂ. Ｔｈｅ               ｕｓｅ               ｏｆ               ｃｏｎｔｒａｃｔ               ｌｅａｒｎｉｎｇ;               ｓｔｒｕｃｔｕｒｅｄ               ｏｎ-ｔｈｅ-ｊｏｂ               ｌｅａｒｎｉｎｇ               ｐｒｏｇｒａｍｓ               ｖｉａ               ｌｅａｒｎｉｎｇ               ｃｅｎｔｅｒｓ               ｏｒ               ｄｉｓｔｒｉｂｕｔｅｄ               ｐａｃｋａｇｅｓ;               ａｎｄ               ｔｈｅ               ｄｅｖｅｌｏｐｍｅｎｔ               ｏｆ               ｒｅａｄｉｌｙ               ａｖａｉｌａｂｌｅ               ｄｉｓｔａｎｃｅ               ｌｅａｒｎｉｎｇ               ｔｙｐｅ               ｒｅｓｏｕｒｃｅｓ               ｓｈｏｕｌｄ               ｂｅ               ｃｏｎｓｉｄｅｒｅｄ               ｂｙ               ｏｒｇａｎｉｚａｔｉｏｎｓ.                -               Ｔｒａｉｎｉｎｇ               ｓｕｐｅｒｖｉｓｏｒｓ               ｉｎ               ｍｅｔｈｏｄｓ               ｆｏｒ               ｐｒｏｖｉｄｉｎｇ               ｅｆｆｅｃｔｉｖｅ               ｃｏａｃｈｉｎｇ               ａｎｄ               ｆｅｅｄｂａｃｋ               ｔｏ               ｔｈｅｉｒ               ｓｕｂｏｒｄｉｎａｔｅｓ               ｍｉｇｈｔ               ｈａｖｅ               ｓｉｇｎｉｆｉｃａｎｔ               ｂｅｎｅｆｉｔｓ               ｆｏｒ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｅｒｓ               ａｓ               ｍｉｇｈｔ               ｔｅａｍ               ｂａｓｅｄ               ａｐｐｒｏａｃｈｅｓ               ｔｏ               ｗｏｒｋ,               ｗｈｅｒｅ               ｔｅａｍ               ｍｅｍｂｅｒｓ               ｗｅｒｅ               ｅｎｃｏｕｒａｇｅｄ               ｔｏ               ａｓｓｉｓｔ               ｅａｃｈ               ｏｔｈｅｒ               ｉｎ               ｔｈｅｉｒ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ               ａｃｔｉｖｉｔｉｅｓ.                -               Ｔｅａｃｈｉｎｇ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｌｅａｒｎｅｒｓ               ｈｏｗ               ｔｏ               ｌｅａｒｎ               ａｎｄ               ｂｅｔｔｅｒ               ｐｌａｎ               ｔｈｅｉｒ               ｗｏｒｋｐｌａｃｅ               ｒｅｌａｔｅｄ               ｌｅａｒｎｉｎｇ               ｐｒｏｊｅｃｔｓ               ｍｉｇｈｔ               ｏｆｆｅｒ               ａ               ｓｉｇｎｉｆｉｃａｎｔ               ｂｅｎｅｆｉｔ               ｔｏ               ｔｈｅｍ.                -               Ｏｒｇａｎｉｚａｔｉｏｎｓ               ｓｈｏｕｌｄ               ｅｘｐｌｏｒｅ               ｔｈｅ               ｕｓｅ               ｏｆ               ｌｅａｒｎｉｎｇ               ｐｒｏｇｒａｍｓ               ｔｈａｔ               ｃｏｍｂｉｎｅ               ｐｅｒｉｏｄｉｃ               ｓｈｏｒｔ               ｔｅｒｍ               ｒｅｓｉｄｅｎｔｉａｌ               ｓｅｍｉｎａｒｓ               ｗｉｔｈ               ｇｕｉｄｅｄ               ｉｎｄｅｐｅｎｄｅｎｔ               ｓｔｕｄｙ               ａｎｄ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｌｅａｒｎｉｎｇ               ｃｏｍｐｏｎｅｎｔｓ.                ＣＯＮＣＬＵＳＩＯＮ                Ｔｈｉｓ               ａｒｔｉｃｌｅ               ｂｒｉｅｆｌｙ               ｄｉｓｃｕｓｓｅｄ               ｔｈｅ               ｋｅｙ               ｒｅｓｕｌｔｓ               ａｎｄ               ｒｅｃｏｍｍｅｎｄａｔｉｏｎｓ               ｏｆ               ａ               ｓｔｕｄｙ               ｏｆ               ｔｈｅ               ｃｈａｒａｃｔｅｒｉｓｔｉｃｓ               ｏｆ               ｔｈｅ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ               ｐｒｏｊｅｃｔｓ               ｏｆ               ｏｎｅ               ｇｒｏｕｐ               ｏｆ               ｈｉｇｈｌｙ               ｍｏｂｉｌｅ               ｗｏｒｋｅｒｓ. Ｈｏｐｅｆｕｌｌｙ,               ｉｔ               ｗｉｌｌ               ａｓｓｉｓｔ               ｏｒｇａｎｉｚａｔｉｏｎｓ               ｗｉｔｈ               ｓｉｍｉｌａｒ               ｗｏｒｋ               ｇｒｏｕｐｓ               ｔｏ               ｉｍｐｒｏｖｅ               ｔｈｅ               ｒｅｓｕｌｔｓ               ｏｆ               ｔｈｅｉｒ               ｗｏｒｋｅｒｓ               ａｔｔｅｍｐｔｓ               ａｔ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ,               ｏｎ-ｔｈｅ-ｊｏｂ               ｌｅａｒｎｉｎｇ.                ＲＥＦＥＲＥＮＣＥＳ:                ＤｅＳａｌｖｏ,               Ｇ.Ｌ. (1999). Ａ               ｓｔｕｄｙ               ｏｆ               ｔｈｅ               ｃｈａｒａｃｔｅｒｉｓｔｉｃｓ               ｏｆ               ｔｈｅ               ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｗｏｒｋｐｌａｃｅ               ｌｅａｒｎｉｎｇ               ｐｒｏｊｅｃｔｓ               ｏｆ               ｈｉｇｈｌｙ-ｍｏｂｉｌｅ               ｗｏｒｋｅｒｓ. Ｕｎｐｕｂｌｉｓｈｅｄ               ｍａｓｔｅｒ'ｓ               ｔｈｅｓｉｓ. Ｇｒａｄｕａｔｅ               Ｃｏｌｌｅｇｅ               ,               Ｕｎｉｖｅｒｓｉｔｙ               ｏｆ               Ｏｋｌａｈｏｍａ               ,               Ｎｏｒｍａｎ               .                Ｌｏｎｇ,               Ｈ.Ｂ. (1992). Ｐｈｉｌｏｓｏｐｈｉｃａｌ,               ｐｓｙｃｈｏｌｏｇｉｃａｌ               ａｎｄ               ｐｒａｃｔｉｃａｌ               ｊｕｓｔｉｆｉｃａｔｉｏｎｓ               ｆｏｒ               ｓｔｕｄｙｉｎｇ               ｓｅｌｆ-ｄｉｒｅｃｔｉｏｎ               ｉｎ               ｌｅａｒｎｉｎｇ. Ｉｎ               Ｈ.Ｂ. Ｌｏｎｇ               &               Ａｓｓｏｃｉａｔｅｓ               (ｅｄｓ.)               Ｓｅｌｆ-ｄｉｒｅｃｔｅｄ               ｌｅａｒｎｉｎｇ:               Ａｐｐｌｉｃａｔｉｏｎ               &               ｒｅｓｅａｒｃｈ. (ｐｇｓ. 9-24). Ｎｏｒｍａｎ               :               Ｏｋｌａｈｏｍａ               Ｒｅｓｅａｒｃｈ               Ｃｅｎｔｅｒ               Ｆｏｒ               Ｃｏｎｔｉｎｕｉｎｇ               &               Ｈｉｇｈｅｒ               Ｅｄｕｃａｔｉｏｎ.

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   ... while their owner went to learn things and discover and grow and feel...so, and timelines and geography and distance and rules be damned, I ...

10. Top distance learning mba

    shine.yahoo.com/blogs/author/ycn-1237957/   07/24/2010

    ...Administration (MBA) is a master s degree in business administration. , The TOP 10 DISTANCE LEARNING MBA PROGRAMS are listed below...

Distance Learning Master Programs - Blog Homepage Results

The MDE blogbyStella Porto

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The best place for Recent Information on UMUC's MASTER OF DISTANCE EDUCATION AND E-LEARNING Program !

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