Journal of Vocational Adult and Continuing Education

International Journal of Adult Vocational Education and Technology (IJAVET)

Indexed In: INSPEC, Web of Science Emerging Sources Citation Index (ESCI) and 13 more indices

Published: Quarterly | Established: 2010

ISSN: 1947-8607 | EISSN: 1947-878X | DOI: 10.4018/IJAVET

Out of print.

Description & Scope

Description:

The International Journal of Adult Vocational Education and Technology (IJAVET) provides a global look at educational technologies for adult learners in higher education with content drawing from theory, research, practice, individual experience, and insight by leading scholars, theorists, and...

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The International Journal of Adult Vocational Education and Technology (IJAVET) provides a global look at educational technologies for adult learners in higher education with content drawing from theory, research, practice, individual experience, and insight by leading scholars, theorists, and practitioners worldwide. IJAVET provides educators, researchers, practitioners, and graduate students with insight into all areas affecting teaching, learning, research, and practice, sharing innovative pedagogies and inspirational insights into higher Education, adult education, and technology.

Mission & Scope:

The mission of the International Journal of Adult Vocational Education and Technology (IJAVET) is to advance the understanding, practice, and research within higher education, adult education, and technology. IJAVET delivers high quality academic articles that are engaging, thought provoking, participative, and reflective spanning a wide spectrum of related issues. Providing original and...

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The mission of the International Journal of Adult Vocational Education and Technology (IJAVET)is to advance the understanding, practice, and research within higher education, adult education, and technology. IJAVET delivers high quality academic articles that are engaging, thought provoking, participative, and reflective spanning a wide spectrum of related issues. Providing original and creative ideas based on results of research, this journal employs a variety of methods and approaches, including (but not limited to) quantitative and qualitative analysis.

Coverage:

• Adult Education
• Career and Technical Education
• Change and leadership
• Community College Leadership
• Critical Theory
• Distance Education
• English Education and Linguistics
• Future Trends in Information Technologies
• Gerontology
• Global K-20 education
• Health occupations education
• Higher Education
• Human Resource Development
• Human Resource Management
• Information Technologies
• Instructional Technology
• New brain research and its impact on thinking, feeling, and performance
• Online Teaching and Learning
• Organizational Leadership
• Organizational Psychology
• School Counseling
• School Leadership
• Social and Cultural Analysis of Education and Leadership
• Transformative Learning

Editorial Board

Editors-in-Chief

Viktor Wang, California State University, San Bernardino, United States

Judith Parker, Columbia University, United States

Geraldine Torrisi-Steele, Griffith University, Australia https://orcid.org/0000-0002-6045-4114

Managing Editor

Kerry Lee, University of Auckland, New Zealand

Associate Editors

Ernest Brewer, The University of Tennessee, United States

Geraldine Torrisi-Steele, Griffith University, Gold Coast Campus, Australia https://orcid.org/0000-0002-6045-4114

James Witte, Auburn University, United States

John Hope, University of Auckland, New Zealand

Judith Parker, Columbia University, United States

Kymn Rutigliano, SUNY Empire State College, United States

Leslie Hitch, Northeastern University, United States

Linda Ellington, Southern New Hampshire University, United States

Maria Witte, Auburn University, United States

Mark Tennant, University of Technology Sydney, Australia

Martin Rabe, Fraunhofer Institute for Mechatronic Systems Design IEM, Germany

Michelle Caron, Southern New Hampshire University, United States

Pi-Chi Han, National Kaohsiung Normal University, Taiwan https://orcid.org/0000-0001-9429-4967

Sharan Merriam, University of Georgia, United States

Teresa Torres-Coronas, Rovira i Virgili University, Spain https://orcid.org/0000-0002-9900-4997

Editorial Review Board

Aaron Zimmerman, Texas Tech University, United States

Al Lauzon, University of Guelph, Canada

Ana Martins, University of KwaZulu-Natal, South Africa https://orcid.org/0000-0002-9271-2114

Carrie Boden, Texas State University, United States https://orcid.org/0000-0001-5991-5908

Catherine Hansman, Cleveland State University, United States https://orcid.org/0000-0001-6552-9886

Cynthia Deaton, Clemson University, United States

Elizabeth Reinsfield, University of Waikato, New Zealand https://orcid.org/0000-0001-5911-3868

Ellen Boeren, University of Glasgow, United Kingdom

Jeff Allen, University of North Texas, United States https://orcid.org/0000-0003-0551-0539

Jennifer Sandlin, Arizona State University, United States

Jonathan Taylor, Auburn University, United States

Karen Etzkorn, University of Tennessee, United States

Karen Swanson, University of Denver, United States

Kathleen King, University of Central Florida, United States

Kim Nimon, University of Texas at Tyler, United States

Laura Bierema, University of Georgia, United States

Lori Wieters, Grand Canyon University, United States

Lydia Yang, Kansas State University, United States

Mariana Vergara, Teachers College Columbia University, United States

Mary Ziegler, University of Tennessee, United States

Michael Boucher, Texas State University, United States

Sailong Hu, The Royal New Zealand Police College, New Zealand

Sandra Poirier, Middle Tennessee State University, United States https://orcid.org/0000-0003-0312-5346

Sandra Williamson-Leadley, University of Canterbury, New Zealand

Sean Mulvenon, University of Nevada, United States

Sharon Norris, Spring Arbor University, United States

Thomas Reio, Florida International University, United States

Vivian Mott, East Carolina University, United States

Editor-in-Chief Emeriti

John Henschke, Lindenwood University - St. Charles, MO, United States

Lyle Yorks, Teachers College, Columbia University, United States

Patricia Cranton, University of New Brunswick, Canada

Stephen Brookfield, University of St. Thomas, United States

Editorial Policy

IGI Global holds its journals to the highest ethical practices. View Full Editorial Policy

Latest Articles

Copyright & Licensing

As this journal is under the Hybrid Open Access model, authors can choose between Standard (Non-OA) publishing or Open Access publishing. Find the policies for the publishing models below:

• Standard (Non-OA) Publishing: If the author chooses to publish under the Standard (Non-OA) model, the article will be published under a Green OA model and the copyright of their article will transfer to IGI Global under our Author Warranty and Transfer of Copyright Agreement. However, through Green OA, IGI Global supports a Fair Use Policy, enabling authors to Post the final typeset PDF (which includes the title page, table of contents and other front materials, and the copyright statement) of their chapter or article (NOT THE ENTIRE BOOK OR JOURNAL ISSUE), on the author or editor's secure personal website and/or their university repository site. See the Fair Use Policy for sharing allowances conducive to Green Open Access.
• Open Access Publishing: If the author choses to publish under OA, the authors receive the Creative Commons Attribution 4.0 International (CC BY 4.0) licensing arrangement. The copyright for the work remains solely with the author(s) of the article. Others may distribute, remix, tweak, and build upon the work, even commercially, without asking prior permission from the publisher or author and so long as they credit the author for the original creation. All authors are required to sign an author's warranty stating that the materials are original and unpublished elsewhere. The journal will not publish any material that has been previously published elsewhere. Learn More

Article Processing Charges

This journal operates under the Hybrid Open Access model, allowing the author to choose between traditional, subscription-based publishing, or Open Access publishing.

Subscription-Based Publishing/Green Open Access: Article manuscripts require no Article Processing Charge (APC) and require authors to transfer the copyright of the manuscript to IGI Global. Manuscripts are published behind a paywall and must be purchased for use. See the Fair Use Policy for sharing allowances conducive to Green Open Access.

Open Access Publishing: Article manuscripts receive the Creative Commons Attribution 4.0 International (CC BY 4.0) licensing arrangement. The copyright for the work remains solely with the author(s) of the article. Others may distribute, remix, tweak, and build upon the work, even commercially, without asking prior permission from the publisher or author and so long as they credit the author for the original creation. A one-time Article Processing Charge (APC) of US $2,300 must be paid AFTER the manuscript has gone through the full double-blind peer review process and the Editor(s)-in-Chief at his/her/their full discretion has decided to accept the manuscript based on the results of the double-blind peer review process. Learn more about APCs here.

Open Access Funding: IGI Global recognizes that many researchers may not know where to begin when searching for OA funding opportunities. IGI Global recently launched an Open Access Funding Resources page for researchers to browse. This page provides a comprehensive list of OA funding sources available for researchers to secure funds for their various OA publications.

Archiving

All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative.

Contact

Editorial Office
701 E. Chocolate Ave.
Hershey, PA 17033, USA
717-533-8845 x100

Table of Contents and List of Contributors

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Open Access Articles: Forthcoming

Volume 10: 4 Issues (2019)

Volume 10: 4 Issues (2019): Forthcoming, Available for Pre-Order

Volume 9: 4 Issues (2018)

Volume 9: 4 Issues (2018): Forthcoming, Available for Pre-Order

Volume 8: 4 Issues (2017)

Volume 8: 4 Issues (2017): Forthcoming, Available for Pre-Order

Volume 7: 4 Issues (2016)

Volume 7: 4 Issues (2016): Forthcoming, Available for Pre-Order

Volume 6: 4 Issues (2015)

Volume 6: 4 Issues (2015): Forthcoming, Available for Pre-Order

Volume 5: 4 Issues (2014)

Volume 5: 4 Issues (2014): Forthcoming, Available for Pre-Order

Volume 4: 4 Issues (2013)

Volume 4: 4 Issues (2013): Forthcoming, Available for Pre-Order

Volume 3: 4 Issues (2012)

Volume 3: 4 Issues (2012): Forthcoming, Available for Pre-Order

Volume 2: 4 Issues (2011)

Volume 2: 4 Issues (2011): Forthcoming, Available for Pre-Order

Volume 1: 4 Issues (2010)

Volume 1: 4 Issues (2010): Forthcoming, Available for Pre-Order

View Complete Journal Contents Listing

Reviews and Testimonials

Innovative as well as inspirational. The editors and reviewers are definitely first rate scholars in the field.

– Stanton Wortham, University of Pennsylvania, USA

I congratulate you on your leadership and vision for having conceived of, generated, and published the new informative and enlightening journal, International Journal of Adult Vocational Education and Technology. It fills a much needed void in the production and dissemination of knowledge about adult/ higher education and technology. Our global community of scholars and practitioners in adult and higher education will greatly benefit from this new source of research-based and field tested research about the critical role of technology in the practice of adult and higher education in many different institutional/agency and environmental/social-cultural contexts.

– Kathy Peno, University of Rhode Island, USA

Editor(s)-in-Chief Biography

Professor Viktor Wang has brought leadership to the study of education. He has solidified scholars' understanding of how to conduct research into the complexities of the learning process. Alongside the production of 240+ refereed publications, Dr. Wang has provided many opportunities for his peers and students to develop their scholarly capabilities and stimulated the research agendas of numerous colleagues. His reputation as an empirical and interpretive researcher has resulted in his receiving the 2016 Presidential Award for Exceptional and Innovative Leadership in addition to multiple institutional awards both at home and abroad.

Dr. Judith Parker is an adjunct Assistant Professor in the Organization and Leadership Department at Teachers College/Columbia University in New York teaching graduate courses that are totally on-line, totally classroom and blended delivery formats. She has earned an Ed.D. degree from Teachers College/Columbia University and an M.S. degree in physics from Purdue University in Indiana. Judith is co-author of the book "Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies" and has authored numerous chapters and articles on cross-cultural workplace training and the practice and theories of adult learning and effective technology integration. She has participated in conferences globally, most recently in India and Greece. Judith has over 20 years experience in leadership positions within global business organizations working extensively with technical managers and technical employees throughout Asia and Europe in leadership and technical training skill development. She has received the American Association of Physics Teachers Innovative Teaching Award, the 3M Community Volunteer Award and has been elected a Fellow of the American Association for the Advancement of Science.

Dr. Geraldine Torrisi-Steele holds Bachelor degrees in Science (Physics) and Education (Secondary teaching) from James Cook University, Townsville, Australia. She earned a Master of Educational Studies and a Doctor of Philosophy from Griffith University, Queensland, Australia where she is a senior lecturer in the School of Information and Communication Technology. Her expertise is in human computer interaction, user interface design and the user experience, learning design, blended learning, and leadership in education. A passionate university educator, she has over 50 refereed publications, including journal articles and conference papers, in education related domains, and is the recipient of a number of institutional teaching awards including a Griffith Award for Excellence in Teaching, and the Computing Research and Education (CORE) Teaching Award. Geraldine is a Senior Fellow of Griffith University's Learning and Teaching Academy, and a Senior Fellow of the Higher Education Academy (UK).

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Source: https://www.igi-global.com/journal/international-journal-adult-vocational-education/1131

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