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This article examines how andragogical theory applies to learning at work and asks what individual and social andragogical features underlie such learning. Finnish police and a technology organization participated, with thematic interview data (n=54) analyzed thematically. Findings confirm andragogy’s assumptions while revealing substantial overlap across workplace learning situations, summarized in three key themes: benefit orientation, self-direction, and experientiality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adult-learners-in-police-and-technology-work-in-finland-learning-at-work-andragogical-features/593206/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adult-learners-in-police-and-technology-work-in-finland-learning-at-work-andragogical-features/593206.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about adult learning at work?","Question",{"text":112,"@type":113},"The study asks what (individual and social) andragogical features lie behind learning at work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which organizations participated, and how was the data collected?",{"text":117,"@type":113},"Finnish police and a technology organization participated. 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This article explores the applicability of andragogical theory to learning at work. The research seeks answers to the following question: What are the (individual and social) andragogical features behind learning at work? Two organisations – Finnish police and a technology organisationparticipated in this study. Thematic interviews (n = 54) were analysed using thematic analysis. The findings showed that all the assumptions of andragogy were reflected in the data, but a substantial overlap existed in workplace learning situations. We identified three main themes describing the key andragogical features behind learning at work: benefit orientation, self-direction and experientiality. All the described key features showed both individual and social dimensions. The article presents these features in relation to different learning  \nAdult learners in police and technology work in Finland: 399 Andragogycal features behind learning at work  \nsituations at work, as well, as showing the contributions of the study for andragogical theory.  \nKeywords: andragogy, adult learning, workplace learning, police organisation, technology organisation, qualitative research  \nIntroduction  \nIn contemporary society and the modern workplace, various social and technological transformations necessitate the acquisition of new competences and knowledge ata fast pace across both public and private sectors.There remains a need to comprehensively comprehend the distinctive characteristics of adult learners and how to effectively support and guide their learning processes within the workplace. Andragogy, which encompasses the theory of adult learning, offers an intriguing and pertinent foundation for apprehending adult learning within the framework of today’s working environment.Although it is an established theory (Knowles, 1975), andragogy accentuates and develops contemporary facets of adult learning.It views adult learning as a functional, goal-oriented and self-directed process involving the ongoing construction of an individual’s knowledge.This approach actively engages learners in diverse ways (Knowles et al., 2012; Kolb, 1984).  \nSince the early days of the development of the concept of andragogy, different schools of thought have developed around it, and andragogy has had different emphases at different times.Various scholars  \nhave taken a stand on andragogy and considered, even criticised, its applicability to adult learning theory.Merriam (2001) pointed out that andragogy has been described as a theory of both adult education and adult learning, a method of adult learning and a set of assumptions about the adult learner.This debate on what andragogy ultimately is continues and requires further clarification. At the same time, andragogy has been criticised for being individualistic and ignoring the sociocultural perspective.Indeed, in several publications on the subject, andragogy and the self-directed learning attached to it have been equated with, for example, autonomous learning in which individuals are responsible, autonomous and even robot-like in their own learning processes (Holec, 1981; Merriam & Caffarella, 2012).  \nSuch criticism has led to improvements of the theory, but various  \n400 Soila Lemmetty, Kaisu Hämäläinen and Kaija Collin  \nresearchers have continued to describe the lack of empirical, especially qualitative, research in the field of andragogy (Knowles et al., 2020) . This is because the studies that have been carried out have focused on quantitative methods and t","cbCaikaKq7n7tBL7","https://ap.wps.com/l/cbCaikaKq7n7tBL7","pdf",199754,26,"English","# Introduction\n## Andragogical theory and adult learning\n## Critiques and research gaps\n## Workplace learning context\n# Study focus and purpose","[{\"question\":\"What question does the study investigate about adult learning at work?\",\"answer\":\"The study asks what (individual and social) andragogical features lie behind learning at work.\"},{\"question\":\"Which organizations participated, and how was the data collected?\",\"answer\":\"Finnish police and a technology organization participated. The study used thematic interviews (n=54) and analyzed them with thematic analysis.\"},{\"question\":\"What three themes describe the key andragogical features behind learning at work?\",\"answer\":\"The findings identify benefit orientation, self-direction, and experientiality, each showing both individual and social dimensions.\"}]","Adult learners in police and technology work in Finland - Learning at work andragogical features | PDF",1792076820,66]