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Grounded in Jarvis’ lifelong learning definition within a constructivist paradigm, the research develops a quantitative explanatory framework linking adult learning processes to organizational conditions. Findings from full-time teachers across seven universities in Shandong Province show significant positive relationships between organizational learning culture, managerial effectiveness, learning content focus, collaborative learning, and psychological empowerment, with psychological empowerment acting as a mediator.",{"@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/influential-factors-of-university-teachers-lifelong-learning-in-professional-development/593018/",{"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/influential-factors-of-university-teachers-lifelong-learning-in-professional-development/593018.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study investigates influential factors affecting university teachers’ lifelong learning from the perspective of professional development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and data source are used?",{"text":117,"@type":113},"A quantitative explanatory model is used, based on samples of full-time teachers working in seven universities located in Shandong Province, China.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors are identified as influential, and how does mediation work?",{"text":121,"@type":113},"Organizational Learning Culture, Managerial Effectiveness, Learning Content Focus, Collaborative Learning, and Psychological Empowerment show significant positive relationships. Psychological Empowerment also mediates between Organizational Learning Culture, Managerial Effectiveness, Learning Content Focus, and lifelong learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593018,1792190763,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 61, Number 2, July 2021  \nInfluential factors of university teachers’ lifelong learning in professional development  \nHongyan Zhou  \nShandong University of Political Science and Law, China  \nChia-Ching Tu  \nDhurakji Pundit University, Thailand  \nThis study was designed to investigate factors that influence university teachers’ lifelong learning from the perspective of professional development. This study built a framework on Jarvis’ lifelong learning definition which is rooted in the constructivist paradigm, indicating that adult lifelong learning is a process constantly constructed and reconstructed along with individual experiences with external organizational conditions.  \nThe nature of the research questions directed the research design towards a quantitative approach. Samples were full-time teachers working in seven universities located in Shandong Province,  \nChina. Significant positive relationships of variables demonstrated Organizational Learning Culture (OLC), Managerial Effectiveness (ME), Learning Content Focus (LCF), Collaborative Learning (CL) and Psychological Empowerment (PE) as influential factors. And PE acted as mediator between OLC, ME, LCFandLLL.  \n268 Hongyan Zhou & Chia-Ching Tu  \nThis study provided a new perspective in promoting university teachers’ lifelong learning. Empirical evidence and practical suggestions proposed in this study would be of great significance for higher education administrators.  \nKeywords: Influential factors, lifelong learning. University teachers, professional development, adult learning  \nIntroduction  \nIn the context of the knowledge economy and high-skilled labour demand, employability acts as an educational process that supports the transition from university to work (ICF GHK and Cedefop, 2014). As Purdue (2003) noted,“The constant and ever-quickening pace of change in the world today dictates that practicing professionals engage in a process of lifelong learning”(p.615). The term “lifelong learning” serves to explain that learning is not confined to childhood or the classroom, but takes place throughout life and in a range of situations (Fullan, 2011) .  \nIn this study, university teachers’ lifelong learning was considered embedded in professional development. University teachers’ lifelong learning (LLL) and professional development (PD) are kept in an interactively sustainable relationship. Given the point that adults learn more productively when they share responsibility for the learning process by actively participating in the operation of the experience (Knowles, 1975), teachers’ experience is a concurrent activity along with their professional development. Teachers’ learning in professional development, therefore, is typical of workplace learning, meeting the key defining criteria that participation in workplace and learning are seen as inextricably linked within the same process (Huisman, De Boer, Dill, SoutoOtero, 2015). University teachers need to be lifelong learners themselves in order to shoulder the heavy responsibilities entrusted to them and be capable of positively influencing students in their thoughts, behaviors and lifestyle (Shuming Gu, 2001) . \"  \nKennedy (2010) pointed out the need to understand situational factors that impact teacher's practices. Combining factors influencing LLL, workplace learning and characteristics of effective PD, this study was defined to investigate the topic of contextual factors that influence  \nInfluential factors of university teachers’ lifelong learning in professional development 269  \nuniversity teachers’ pursuit of LLL along with their PD. Thus, the problems addressed in this study were:  \n1) What are the factors that were influencing university teachers’lifelong learning in professional development?  \n2) What are the relationships that existed between independent variables and dependent variables?  \nThis study used an explanatory model. Factors of each dimension consist of u","cbCaifkyUhEnZBgW","https://ap.wps.com/l/cbCaifkyUhEnZBgW","pdf",443803,31,"English","# Introduction\n# Literature Review\n# Research Questions and Model","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study investigates influential factors affecting university teachers’ lifelong learning from the perspective of professional development.\"},{\"question\":\"What research approach and data source are used?\",\"answer\":\"A quantitative explanatory model is used, based on samples of full-time teachers working in seven universities located in Shandong Province, China.\"},{\"question\":\"Which factors are identified as influential, and how does mediation work?\",\"answer\":\"Organizational Learning Culture, Managerial Effectiveness, Learning Content Focus, Collaborative Learning, and Psychological Empowerment show significant positive relationships. Psychological Empowerment also mediates between Organizational Learning Culture, Managerial Effectiveness, Learning Content Focus, and lifelong learning.\"}]","Influential factors of university teachers’ lifelong learning in professional development | PDF",1792076412,78]