Impact of Workplace Literacies on Adult Learner Career Advancement

Thesis Abstract

This study investigates how workplace literacies influence adult learner career advancement in modern organizational settings, addressing a gap where adult education research often treats literacies as individual proficiency rather than as social practices embedded in workplace contexts. The problem stems from rapid technological change, shifting job designs, and the increasing demand for continuous learning, which together constrain opportunities for adult learners to translate literacy-related competencies into tangible career progression. The aim is to examine the relationship between workplace literacies (functional, digital, communicative, and social practices within professional environments) and career advancement outcomes among adult learners engaged in formal or informal upskilling programs. Specific objectives are (1) to identify which dimensions of workplace literacies most strongly predict upward mobility and wage progression; (2) to assess how employer support, learning climate, and job role complexity moderate these relationships; (3) to explore adult learners’ perceptions of literacy practices as enablers or barriers to advancement; and (4) to develop a validated model linking workplace literacies to career outcomes. The study adopts a mixed-methods design, integrating a cross-sectional quantitative survey with a qualitative component to enrich interpretation. The population consists of adult learners enrolled in workplace education or upskilling initiatives across multinational firms in finance, manufacturing, and information technology. A stratified random sample of 600 adult learners will be selected, with an embedded purposive subsample of 40 participants for in-depth interviews to capture nuanced experiences. Data collection instruments include a validated Workplace Literacy Inventory (comprising functional literacy, digital literacy, communicative literacy, and social practice scales), a Career Advancement Scale measuring promotions, role changes, and salary progression, and a Perceived Organizational Support and Learning Climate questionnaire. The qualitative data will be collected through semi-structured interviews focusing on literacy practices in daily work, perceived relevance to career trajectories, and organizational affordances. Instrument validity and reliability will be established via content validity checks with expert panels and a pilot study (n=40), Cronbach’s alpha for internal consistency, and test-retest reliability where feasible. Quantitative analysis will employ structural equation modeling (SEM) to test the hypothesized pathways from workplace literacies to career advancement outcomes, incorporating moderation effects for organizational support and learning climate. Regression diagnostics will assess multicollinearity, normality, and homoscedasticity. Qualitative data will be analyzed using thematic analysis, following a six-step approach (familiarization, coding, generating themes, reviewing themes, defining and naming themes, and reporting). Triangulation will be used to integrate findings, with qualitative insights contextualizing and elaborating the quantitative results. Theoretical underpinnings will draw on the New Literacy Studies framework to conceptualize literacies as social practices embedded in work communities, complemented by Social Cognitive Career Theory to explain how self-efficacy and observational learning influence advancement outcomes. Key expected findings include (a) digital and social workplace literacies will emerge as the strongest predictors of career advancement when coupled with supportive organizational practices; (b) a positive learning climate and robust supervisor support will strengthen the impact of literacies on promotions and wage growth; (c) variations in industry context will moderate effects, with IT and finance sectors showing stronger literacy–advancement linkages due to higher technological coupling and rapid upskilling cycles; (d) adult learners’ perceptions of literacies as legitimate workplace currencies will correlate with greater engagement in formal and informal learning activities, thereby facilitating progression. The study contributes to knowledge by operationalizing workplace literacies as a composite of social practices within organizational settings and by clarifying mechanisms through which these literacies translate into career outcomes for adult learners. It advances theoretical integration between New Literacy Studies and Social Cognitive Career Theory in adult education, and offers methodological contributions through a robust mixed-methods design with validated instruments and a multilevel analytic approach. Practical implications include informing organizational literacy development programs, learning climate enhancements, and policy guidance on adult education in the workplace. The main conclusion anticipated is that targeted enhancement of workplace literacies, supported by organizational infrastructure and supervisor engagement, significantly accelerates adult learners’ career advancement, with implications for performance management, curriculum design, and human resource development strategies. Recommendations emphasize integrating literacy-practice-based assessments into professional development plans, fostering collaborative learning cultures, and aligning literacy initiatives with clear career pathways to maximize ROI for both employees and organizations.