Author Information
Yoanna Arlina Kurnianingsih, National University of Singapore, SingaporeYiqun Liu, National University of Singapore, Singapore
Alastair Owen Pearl, National University of Singapore, Singapore
Geraldine Ju Hui Ang, National University of Singapore, Singapore
Carol Anne Hargreaves, National University of Singapore, Singapore
Abstract
As organisations adapt to rapid digital transformation, workforce upskilling has become increasingly important. While many studies examine participation in voluntary or mandatory training, far less is known about learner progression in hybrid structures that combine both, particularly within workplace professional development programmes. This study investigates factors influencing continuation beyond the mandatory foundational course within the National University of Singapore’s (NUS) Data Literacy Programme (DLP), a modular, stackable pathway designed for executive and administrative staff. Using a mixed-methods design, the study analyses demographic data, course performance, progression patterns across intermediate and advanced courses, and semi-structured interviews. Quantitative findings show that educational background and foundational course performance are statistically significant predictors of progression, with learners holding STEM or postgraduate qualifications more likely to continue. However, strong performance in the foundational course also enables non-STEM learners to progress, highlighting the role of early mastery in building self-efficacy. While demographic variables such as gender and age showed statistically significant differences, they were not substantive determinants of continuation. Qualitative insights reveal that intrinsic motivation, perceived workplace relevance, and confidence in handling technical content are central drivers of sustained engagement, while barriers stem from low self-efficacy, uncertainty about course difficulty, and limited clarity about progression pathways. Overall, the findings suggest that learner continuation is shaped not only by demographic traits and but also by modifiable factors such as perceived competence and relevancy. The study offers recommendations for strengthening learner confidence and supporting progression in workplace upskilling pathways.
Paper Information
Conference: ACE2025Stream: Adult
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Kurnianingsih Y., Liu Y., Pearl A., Ang G., & Hargreaves C. (2026) Workforce Transformation: Factors Influencing Learner Continuation in a Workplace Data Literacy Programme at the National University of Singapore ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 1429-1444) https://doi.org/10.22492/issn.2186-5892.2026.109
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.109
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