Abstract
A measure of the long-term success of museum continuing education programmes is the degree to which learning is put to use. This paper explores the outcomes of a comparative case analysis that was undertaken to explore the influence of both personal agency and workplace climate on the transfer of learning from a professional education programme to museum settings. This study provides a revealing first look at the important roles of transfer factors in animating learning for professional practice. It also suggests that a more critical perspective on the impacts of continuing professional education offers opportunities to further strengthen ways in which individuals and museums interact to ensure that learning is meaningful.
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