Seven Facets of Learning Agility in Higher Education for Future Society
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Learning agility as high potentials is drawing attention as a competency for leading an uncertain future society. The present study aims to determine the factors of learning agility in higher education context for future society. To address this goal, Major factors related to learning agility were derived through literature review and statistically verified. For statistical analysis, the nationwide data were collected from 1,000 undergraduate students in South Korea by National Youth Policy Institute. The participants asked to answer 29 items of learning agility questionnaires (LAQ). The collected data were analyzed by descriptive statistical analysis, exploratory factor analysis, and confirmatory factor analysis. As a result, learning agility items were verified normality and reliability. Learning agility was identified seven factors; challenging mind, learning responsibility, reflecting experience, intellectual curiosity, systemic thinking, change adaptability, and logical thinking. Also, the structural model fit of the seven factors of learning agility was also confirmed to be good. Based on the findings of the present study, empirical, theoretical, and practical contributions were presented, and suggestions for further research were proposed in detail.
Abstract
Learning agility as high potentials is drawing attention as a competency for leading an uncertain future society. The present study aims to determine the factors of learning agility in higher education context for future society. To address this goal, Major factors related to learning agility were derived through literature review and statistically verified. For statistical analysis, the nationwide data were collected from 1,000 undergraduate students in South Korea by National Youth Policy Institute. The participants asked to answer 29 items of learning agility questionnaires (LAQ). The collected data were analyzed by descriptive statistical analysis, exploratory factor analysis, and confirmatory factor analysis. As a result, learning agility items were verified normality and reliability. Learning agility was identified seven factors; challenging mind, learning responsibility, reflecting experience, intellectual curiosity, systemic thinking, change adaptability, and logical thinking. Also, the structural model fit of the seven factors of learning agility was also confirmed to be good. Based on the findings of the present study, empirical, theoretical, and practical contributions were presented, and suggestions for further research were proposed in detail.
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