Towards a career perspective on lifelong development: applying a multiple-stakeholder approach to explore the concept
| Date | 20 February 2025 |
| Pages | 45-62 |
| DOI | https://doi.org/10.1108/ER-04-2024-0253 |
| Published date | 20 February 2025 |
| Author | Marinka A.C.T. Kuijpers,Aniek J. Draaisma,Judith H. Semeijn,Beatrice I.J.M. Van der Heijden |
Towards a career perspective on
lifelong development: applying a
multiple-stakeholder approach to
explore the concept
Marinka A.C.T. Kuijpers
Faculty of Educational Sciences, Open Universiteit, Heerlen, The Netherlands
Aniek J. Draaisma
Centre of Expertise Mission Zero, The Hague University of Applied Sciences,
The Hague, The Netherlands
Judith H. Semeijn
Faculty of Management, Open Universiteit, Heerlen, The Netherlands and
Research Centre for Education and the Labour Market,
School of Business and Economics, Maastricht University,
Maastricht, The Netherlands, and
Beatrice I.J.M. Van der Heijden
Institute for Management Research, Radboud University,
Nijmegen, The Netherlands;
Faculty of Management, Open Universiteit, Heerlen, The Netherlands;
Department of Marketing, Innovation and Organisation, Ghent University,
Ghent, Belgium;
School of Business, Hubei University, Wuhan, China and
Kingston Business School, Kingston University, London, UK
Abstract
Purpose –In this study,we propose that a contemporary definition of lifelong development, based on scientific
literature and qualitative research in 12 Dutch organisations, be applied. This definition integrates several
different perspectives on lifelong learning.
Design/methodology/approach –To begin with, a conceptual definition was formulated in collaboration with
partners and experts from the field. After that, 34 interviews were conducted consisting of one employee, one
manager and one human resource (HR) officer from each participating organisation. This was done using an
epistemic interview method.
Findings –From our findings, we conclude that lifelong development is regarded and practised differently by
the various respondents; lifelong development is aimed at achieving personal or organisational goals and mutual
interests are rarely addressed. However,there seems to be a growing recognition of the importance of integrating
the two perspectives.
Originality/value –In order to promote a dialogue regarding stakeholder perspectives, we propose that a
definition of lifelong development be applied, one that combines the economic and the more psychological
meaning-making perspectives. In doing so, attention should not only be paid to current goals but also to the
Employee
Relations: The
International
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© Marinka A.C.T. Kuijpers, Aniek J. Draaisma, Judith H. Semeijn and Beatrice I.J.M. Vander Heijden.
Published by Emerald Publishing Limited. This article is published under the Creative Commons
Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works
of this article (for both commercial and non-commercial purposes), subject to full attribution to the
original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/
licences/by/4.0/legalcode
The work was supported by the beheerstichting “Leeromgeving en -loopbanen”.
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0142-5455.htm
Received 29 April 2024
Revised 11 October 2024
13 December 2024
Accepted 13 December 2024
EmployeeRelations: The International
Journal
Vol.47 No. 9, 2025
pp.45-62
EmeraldPublishing Limited
e-ISSN:1758-7069
p-ISSN:0142-5455
DOI10.1108/ER-04-2024-0253
future goals of individuals and organisations so that future developments can be anticipated. This will then serve
as a point of departure for further research and (inter)national, regional and organisational practice.
Keywords Lifelong development, Career perspective, Sustainable careers, Multiple-stakeholder approach,
Epistemic interview approach
Paper type Research paper
Purpose
In the 21st century, lifelong development, or what is still often referred to as lifelong learning,
has become an important issue in Westerncountries, particularly in Europe and North America
(see, e.g. Evans et al., 2023) and Oceania (e.g. Le et al., 2023). Workand careers are now more
unpredictable, and in the current labour market, workers need to be more flexible than ever
before, as globalisation and digitalisation have instigated major developments in today’s
societies (Hirschi, 2018). Whereas in the past 20th century stable organisations provided a
secure basis for building one’s career, the 21st century has brought new social work
arrangements that have led to the replacement of permanent jobs (Kalleberg et al., 2006). In
particular, careers that over the course of time reflect the continuous employment of
individuals in their jobs are becoming increasingly rare. In today’s work organisations people
are continuously required to adapt and to develop further.
The objectives of this necessary development may vary depending on the perspective from
which it is approached. An economic perspective emphasises the role of human capital in
economic prosperity and development with the aim of economic growth (Becker, 1962).
Today, we are witnessing this perspective in research and policy that is aimed at increasing
participation in formal learning programmes in order to adapt to changes in work and to
achieve organisational goals. Alongside the economic perspective, there is also a need to take
the well-being of the individual into account. This psychological perspective emphasises more
individual meaning-making as an important mechanism of personal development (Savickas
et al., 2009). However, in order to remain relevant to society and protect one’s career
sustainability (De Vos et al., 2020), it is also important to contribute to the workplace and
society (economic need) (Crane and Hartwell, 2018) and to pay attention to personal meaning-
making (psychological need) in order to remain motivated and self-directed when following
learning and career paths (Raemdonck, 2006).
In keeping with the European Commission’s indicators on lifelong learning, the concept is
defined and measured only in terms of (formal) education and training (Commission of the
European Communities, 2000;Holford and Mleczko, 2013). Lifelong learning is seldom
conceptualised beyond formal learning.
We argue that lifelong learning is not solely a means for building skills. Lifelong learning
for sustainable development requires a shift towards learning as transformative learning which
leads to capabilities or the ability to apply skills and competences within new contexts (cf. Frie
et al., 2019). This transformation requires the ability to adapt to changing circumstances, and
to change those circumstances in which people find themselves, based on their personal
motivation and strengths. These capabilities are crucial in order to achieve sustainable
development for both (inter)national economic prosperity and personal well-being.
Up until now, however, the definitions that have applied the concept of lifelong or
sustainable development still seem to vary or otherwise, they lack coherence when trying to
make them meaningful in practice (Fouarge and K€
unn-Nelen, 2018). Based on this diversity,
we argue for a career perspective on lifelong development. Therefore, in this study we aim to
explain the different perspectives on lifelong development, both economic and psychological,
and we propose that a contemporary definition of the concept be employed, one that integrates
these different perspectives into a single (i.e. integrative) career perspective. This definition
will be based on academic literature, discussions with partners and experts from the field, and
the subsequent validation of this definition in interviews with several stakeholders in working
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