Workplace Learning Subjective Motives and Supervisor Support Matter
Stefan Baron gathers information on reasons for the consistently low further training rates of both older and less educated employees, and provides suggestions to increase their participation in further training. He shows that employees are not solely rat
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Stefan Baron
Workplace Learning Subjective Motives and Supervisor Support Matter
Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de.
Dissertation within the PhD-program "Productive Adult Development" at Jacobs University Bremen, entitled 'Lifelong Learning. Subjective motives and supervisor support matter', 2010.
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Acknowledgements
I would like to thank Klaus Schömann for his guidance and support over the last three years. Without his supervision, this work would not have become a reality. I would also like to thank Rolf Becker and Christian Stamov Roßnagel for agreeing to be on my committee and reviewing my thesis. All three were always there to listen and give advice. Also, I would like to thank my colleagues in the Demopass team (Daniela Noethen, Katie Bowen, Nicolas Feuerhahn and Laura Khil) who co-collected the data for this dissertation. I am especially thankful to my wonderful office mates Katie and Daniela for their support and a lot of fun we had in room number 19. Additionally, I am very grateful for the friendship of all the members of the Sociology group at the JCLL: Anette, Daniel, Judith, Liuben, Paula and Sara. I also want to acknowledge the efforts of Torsten Biemann and Hannes Zacher, who were always willing and available to answer my methodological and statistical questions. Kersti helped by proofreading my English. Large parts of my dissertation were written mainly during my stay at Nuffield College in Oxford from January to March 2010. I am grateful for the hospitality and stimulating research atmosphere I experienced there. A special thanks goes to Duncan Gallie who acted as my college supervisor during this time, as well as to John Goldthorpe and the participants of the GRIPS-seminar who provided me with helpful comments and suggestions. I would like to thank my parents for their love and support. Without their help during the course of my education, this degree would not be possible. To Andrea, Gerd and T
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