Lifelong learning measurement scale (LLMS): development and validation in the context of higher education institutions

Abstract

Purpose

Lifelong learning has become one of the most interesting areas of research. Hence, the current study was aimed at developing and validating a tool that helps to study how well people working in higher education institutions are engaged in lifelong learning.

Design/methodology/approach

A review of theories in the literature and experts' consultation were used to develop a pool of items and validate the self-assessment instrument for measuring lifelong learning. The study employed factor analytic methodologies such as principal component analysis, varimax rotation and exploratory factor analyses.

Findings

The study yielded a reliable and valid lifelong learning measurement scale made up of 18 items and four underlying factors that are theoretically supported.

Originality/value

The significant information is that, the current study aimed at developing a tool that could help to measure the engagement in lifelong learning of higher education institutions workers. The study found this tool to be important because lifelong learning is considered essential for personal and professional growth, and having a sound way to measure it can help individuals and organizations identify areas for improvement.

Citation

Assefa, Y., Moges, B.T. and Tilwani, S.A. (2024), "Lifelong learning measurement scale (LLMS): development and validation in the context of higher education institutions", Journal of Applied Research in Higher Education, Vol. 16 No. 3, pp. 693-705. https://doi.org/10.1108/JARHE-04-2023-0164