The Relationship Between Learning Approaches to Part‐Time Study of Management Courses and Transfer of Learning to the Workplace

Abstract

The aim of this study was to investigate the relationship between students’ learning approaches to study on part‐time, distance‐learning management courses, and transfer of their learning to the workplace. The relationship between these two variables has rarely been considered before, as they emanate from research areas that have remained distinct. Three learning approaches are identified by ASSIST, the instrument used in this study: the deep approach, the strategic approach, and the surface‐apathetic approach. Transfer of learning was measured by student self‐report. The deep approach was closely related to transfer of learning from the course to the workplace but strategic and surface‐apathetic approaches did not show a significant association. Contrary to expectations, academic grades also showed no significant association with transfer of learning. The findings are discussed in relation to cognitive changes proposed to occur during transfer of learning.

Acknowledgements

We would like to thank colleagues at the Open University: Professor John Richardson and Dr Jenny Lewis for comments on earlier drafts of this article and Dr Gordon Burt for statistical advice.

Notes

* p < .05;

** p < .01;

*** p < .001 (2‐tailed).

* p < .05;

** p < .01;

*** p < .001.

* p < .05;

** p < .01;

*** p < .001.

* p < .05;

** p < .01;

*** p < .001.

1. At the time of data collection the strategic scale consisted of four sub‐scales. Subsequently, a fifth sub‐scale, Alertness to Assessment, has been added by the authors of ASSIST.

2. 60 CATS points taught over a single year is equivalent to 50% of full‐time study.

3. In all 304 UC students and 169 PC students sent ASSIST responses. The numbers of students answering individual questionnaire items varied slightly as not all students answered all questions. The numbers for all questions varied from 288 to 304 for UC students and from 159 to 169 for PC students. This was with the exception of questions relating to bosses, colleagues, subordinate, and clients, where the numbers dropped to between 242 and 290 for UC students and to between 133 and 147 for PC students, as not all students had all of these work contacts.