[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589165-105":59,"doc-detail-589165-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","psychological-capital-the-missing-link","Psychological Capital: The Missing Link","","The funding model for further education and training (FET) in Ireland measures provider and learner success through narrow, quantifiable indicators within the national Programme Learner Support System (PLSS). FET practitioners face restrictive outcome frameworks that can marginalize adult learners’ “soft” success factors. This article examines Psychological Capital (PsyCap) as a way to broaden outcomes and improve how success can be defined and captured. It links policy reactions to education practice and explores implications across levels.",{"@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/psychological-capital-the-missing-link/589165/",{"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/psychological-capital-the-missing-link/589165.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does Ireland’s FET funding model define success?","Question",{"text":112,"@type":113},"It describes provider and learner success using narrow, quantifiable terms captured through the Programme Learner Support System (PLSS).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do practitioners feel the current measures are restrictive?",{"text":117,"@type":113},"Practitioners are concerned that soft indicators of success are ignored in favor of hard, objective outcomes when working with adult learners.",{"name":119,"@type":110,"acceptedAnswer":120},"What is Psychological Capital (PsyCap) used for in this article?",{"text":121,"@type":113},"PsyCap is proposed as a rigorous, reliable concept to widen outcomes and provide a shared language to capture success that has been treated as “soft” in practice.","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},589165,1792066677,{"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":29,"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":129,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Psychological Capital: The Missing Link aislinn brennan and maeve o’grady  \nAbstract  \nThe funding model for further education and training (FET) in the Republic of Ireland currently describes provider and learner success in narrow quantifiable terms as captured on the national Programme Learner Support System (PLSS) . FET practitioners have grappled with the restrictive rigidity of these outcomesand measures of success for adult learners. This article investigates the concept of Psychological Capital (PsyCap) as a means of widening outcomes and measures in FET.  \nKeywords: Psychological Capital, Psychological Resources, Forms of Capital, Psychological Outcomes, Measures of Success  \nIntroduction  \nThe what, the why, and becoming  \nThe changed policy context of adult, community and further education in Ireland has resulted in an increased emphasis on labour market activation and enabling active inclusion of the populace through socio-economic participation. The impact of the changes has generated concern amongst practitioners that soft indicators of success are being ignored in favour of hard, objective outcomes. The article describes the policy context and the reactions of practitioners, and then considers Psychological Capital (PsyCap) for its rigour and reliability in workplace and academic settings.  \nLinks are made between the implications for using PsyCap in educational settings and good practice in adult and further education. The article provides a shared language for educators, including further education and training  \n(FET) practitioners, that reflects what they may already do in practice. PsyCap is placed alongside other forms of capital that can be provided in education showing the move from providing learning that hitherto may have been thought as being about personality rather than as a competence. However, the issues and dilemmas in so doing must be addressed. While the learning domain of attitudes is being considered by the European Commission, much use of PsyCap can be made by the practitioner, the provider, and the funder to enable success tobe defined in what hitherto has been regarded as soft outcomes.  \nThe article draws on the doctoral research areas of both writers: one based in quantitative research, the other based in qualitative research. Gaps in research and practice are identified, along with recommendations about possibilities for practice. Both writers are involved in initial teaching qualifications for adult and further education, and both are active practitioners in the adult and further education sector, both statutory and non-statutory, in Ireland.  \nWe make several assumptions in this article. The first assumption is that adult and further education pathways are excellent opportunities for the populace in general and for educationally-disadvantaged learners in particular. FET, adult and community education can facilitate transformational learning for adults. This is the context for considering the concept of PsyCap and its potential. The second assumption is that many adult educators are challenged by the emphasis on measuring success in terms of hard outcomes rather than soft outcomes. PsyCap is offered to them as a means of providing a language for what they may already be partially doing, but without a mechanism to capture these efforts, they receive little recognition for their successes. The article therefore draws on the sociology of adult and community education, and critical educational theory in particular, to examine PsyCap from equality and critical perspectives. The article concludes by identifying possibilities for its application at different levels of practice. A further assumption is that other readers, like ourselves, are conflicted by the use of the term ‘soft and hard outcomes’. However, motivated by the purpose of considering an innovative concept that will be of service to practitioners, we use these terms from the policy literature because it provides a language for som","cbCaimPSoVSZERVu","https://ap.wps.com/l/cbCaimPSoVSZERVu","pdf",138873,22,"English","# Abstract\n# Introduction\n## The what, the why, and becoming\n# Context\n## Education policy and provider structures\n## Funding priorities and desired outcomes","[{\"question\":\"How does Ireland’s FET funding model define success?\",\"answer\":\"It describes provider and learner success using narrow, quantifiable terms captured through the Programme Learner Support System (PLSS).\"},{\"question\":\"Why do practitioners feel the current measures are restrictive?\",\"answer\":\"Practitioners are concerned that soft indicators of success are ignored in favor of hard, objective outcomes when working with adult learners.\"},{\"question\":\"What is Psychological Capital (PsyCap) used for in this article?\",\"answer\":\"PsyCap is proposed as a rigorous, reliable concept to widen outcomes and provide a shared language to capture success that has been treated as “soft” in practice.\"}]","Psychological Capital: The Missing Link | PDF",55]