International Journal of Adult Vocational Education and Technology (IJAVET)

International Journal of Adult Vocational Education and Technology (IJAVET)

Editors-in-Chief: Victor C.X. Wang (Florida Atlantic University, USA), Lyle Yorks (Columbia University, USA) and Patricia Cranton (University of New Brunswick, Canada)
Published Quarterly. Est. 2010.
ISSN: 1947-8607|EISSN: 1947-878X|DOI: 10.4018/IJAVET
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The International Journal of Adult Vocational Education and Technology (IJAVET) provides a global look at educational technologies for adult learners 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 career and technical education (CTE), adult education, and technology.

Topics Covered

  • Adult Education
  • Adult teaching methods
  • Agriculture education
  • Business Education
  • Career and Technical Education
  • Change and leadership
  • Comparative adult education
  • Comparative career and technical education
  • Corporate training methods
  • Distance Education
  • Family and consumer science
  • Fostering an online learning community
  • Future trends in information technologies
  • Health occupations education
  • Higher Education
  • Human performance technology
  • Human Resource Development
  • Human Resource Management
  • Impact of technology on CTE and adult education
  • Information technologies
  • Instructional Technology
  • Issues in successful aging
  • Lifelong Learning
  • New brain research and its impact on thinking, feeling, and performance
  • Online teaching and learning
  • Organizational Development
  • Organizational learning
  • Organizational psychology
  • Rehabilitation
  • School leadership
  • Teaching and learning with technology in CTE and adult education
  • Technical education
  • Technological innovations in CTE and adult education
  • Technology education
  • Third agers
  • Training and development
  • Transformative Learning
  • Vocational guidance
  • Vocational-industrial education


The mission of the International Journal of Adult Vocational Education and Technology (IJAVET) is to advance the understanding, practice, and research within career and technical education (CTE), 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.

Table of Contents and List of Contributors

Search this Journal:
Open Access Articles: Forthcoming
Volume 7: 4 Issues (2016): 1 Released, 3 Forthcoming
Volume 6: 4 Issues (2015)
Volume 5: 4 Issues (2014)
Volume 4: 4 Issues (2013)
Volume 3: 4 Issues (2012)
Volume 2: 4 Issues (2011)
Volume 1: 4 Issues (2010)
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 vocational education and technology. Our global community of scholars and practitioners in adult and vocational 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 vocational education in many different institutional/agency and environmental/social-cultural contexts.

– Edgar Boone, International Adult and Continuing Education Hall of Fame (IACEHOF) and North Carolina State University, USA


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Editor(s)-in-Chief Biography

Dr. Victor C. X. Wang is a Professor of Educational Leadership and Research Methodology at Florida Atlantic University. Thus far, Dr. Wang has published more than 200 refereed books, book chapters, and journal articles. These publications address andragogy and pedagogy, which can be considered as the umbrella under which such areas as andragogical curriculum and program development, management, human performance technology, social justice, global education, diversity and E-learning are addressed.

Currently, Dr. Wang is co-editing the International Journal of Adult Vocational Education and Technology with a Columbia University Professor, Dr. Lyle Yorks and a world-leading adult education theorist and statistician, Dr. Patricia Cranton. Dr. Wang has won many academic achievement awards, including the Distinguished Faculty Scholarly & Creative Achievement Award. He has had extensive experience in chairing and mentoring doctoral dissertations (including dissertations from University of Auckland, New Zealand). Some of his books have been adopted as required textbooks by major universities in the United States, and in China. In addition, numerous universities worldwide including some Ivy League Universities have cataloged his books and journal articles. Dr. Wang’s teaching (including teaching via technology) has reached many states in the United States and China. Personal Link:

Lyle Yorks is Associate Professor in the Department of Organization and Leadership, Teachers College, Columbia University where he teaches courses in adult learning, and research. He is also a lecturer in the Executive Master of Science Program in Technology Management at in the School of Continuing Education, Columbia University where he teaches a course in Strategic Advocacy. His research and scholarly interests include holistic learning, the role of the arts in facilitating transformative learning, collaborative/co-operative inquiry, strategic mindsets for learning through complexity and action research. Articles authored and co-authored by Lyle have appeared in the Adult Education Quarterly, Action Research, Academy of Management Review, Academy of Management Education and Learning, Human Resource Development Review, Journal of Applied Behavioral Science, Journal of Transformative Education, New Directions in Adult and Continuing Education, Teachers College Record, and other scholarly and professional journals. Among his publications are chapters in Learning as Transformation (2000), Explorations in Complexity Thinking (2007) Transformative Learning in Practice (2009) and Workplace Learning (2010). His 2004 article “Toward a Political Economy Model for Comparative Analysis of the Role of Strategic Human Resource Development Leadership” and his 2012 article “The Role of Reflective Practices in Building Social Capital in Organizations”, (co-authored with Yoshie Nakamura), in the Human Resource Development Review received the Outstanding Article award. His book Strategic IT co-authored with Art Langer was published by Wiley in 2013. Lyle earned master degrees from Vanderbilt University and Columbia University and his doctorate from Columbia University.
Patricia Cranton earned her PhD in Measurement, Evaluation, and Computer Applications from the University of Toronto in 1976. She has taught at McGill University, Brock University, University of New Brunswick, St. Francis Xavier University, and Penn State University. She is currently a Professor of Adult Education (retired) affiliated with the University of New Brunswick in Canada.

Editorial Board

Associate Editors
Laura Bierema, University of Georgia, United States
Ernest Brewer, The University of Tennessee, United States
Stephen Brookfield, University of St. Thomas, United States
John Henschke, Lindenwood University, United States
Barbara Hinton, University of Arkansas, United States
John Hope, University of Auckland, New Zealand
Kathleen King, University of South Florida, United States
Patricia Maslin-Ostrowski, Florida Atlantic University, United States
Catherine McLoughlin, Australian Catholic University, Australia
Sharan Merriam, University of Georgia, United States
Sean Mulvenon, University of Arkansas, United States
Terri Neimann, Oregon State University, United States
Judith Parker, Columbia University, United States
Mark Tennant, University of Technology Sydney, Australia
Teresa Torres-Coronas, Rovira i Virgili University, Spain
James Witte, Auburn University, United States
Maria Witte, Auburn University, United States
Editorial Review Board
Jeff Allen, University of North Texas, United States
Carrie Boden-McGill, Texas State University, United States
Ellen Boeren, University of Edinburgh, United Kingdom
Royce Ann Collins, Kansas State University, United States
Catherine Hansman, Cleveland State University, United States
Randee Lawrence, National Louis University, United States
Kerry Lee, University of Auckland, New Zealand
Vivian Mott, East Carolina University, United States
Sandra Poirier, Middle Tennessee State University, United States
Thomas Reio, Jr., Florida International University, United States
Jennifer Sandlin, Arizona State University, United States
Valerie Storey, University of Central Florida, United States
Karen Swanson, Mercer University, United States
Jonathan Taylor, Troy University, United States
Geraldine Torrisi-Steele, Griffith University, Gold Coast Campus, Australia
Chengbo Wang, Edge Hill University, United Kingdom
Lihua Xu, University of Central Florida, United States
Helen Yeh, The Hong Kong Polytechnic University, Hong Kong
Mary Ziegler, University of Tennessee, United States