Victoria J. Marsick is Professor of Adult Learning & Leadership at Columbia University, Teachers College where she directs academic programs in Adult Learning and Leadership. She holds a Ph.D. in Adult Education from the University of California, Berkeley, and an M.P.A. in International Public Administration from Syracuse University. She worked extensively in Asia and other countries with not-for-profit organizations, and directed staff development and training at UNICEF, prior to joining the Teachers College faculty.
Victoria is a founding member of Partners for Learning and Leadership, and has worked with organizations to design, develop and implement informal learning and leadership interventions. She has been faculty and coach in the Cahn Fellows Program at Teachers College for distinguished public school principals; and has taught in the Klingenstein Independent School program.
Victoria’s research examines naturally occurring, informal learning at work—in individual learners, and through their collaborative work with others in, and on behalf of, groups, communities and organizations. Recent research has focused on mastery teaching of boys in independent schools, as well as on system dynamics that affect opportunities for, and engagement in, such learning. She has written on transformative learning, team learning, action learning, and organizational learning (system dynamics, learning organization, and learning cultures). She has collaborated in the development of research-based assessment tools for team learning and for organizational learning. Some of her publications include: Update on informal and incidental learning theory (with Ellen Scully-Russ, Aliki Nicolaides, and Karen E. Watkins, 2018); How do employees’ individual leaning paths differ across occupations? A review of 10 years of empirical research, Journal of Workplace Learning, 30:5 (with Poell, Lundgren, Bank, Justice, Sung, and Yorks, 2018); Conceptualizing reflection in experience-based workplace learning, Human Resource Development International, 20:4 (with Lundren, Bang, Justice, Poell, & Yorks, 2017); Strategic organizational learning (with Martha Gephart, Springer-Verlagg, 2016); Evaluating informal learning in the workplace (with Karen Watkins and Miren Fernández de Álava, in Promoting, assessing, recognizing and certifying lifelong learning: International perspectives and practices, edited by S. Billett, T. Halttunen, & M. Koivisto, Springer-Verlagg, 2014; and The Dimensions of a Learning Organization Questionnaire (DLOQ): Introduction to the special issue examining DLOQ use over a decade, Advances in Developing Human Resources, 15:2, 2013 (Sage Publications); Understanding action learning (with Judy O’Neil, 2007, also translated into Chinese, New York: AMACOM).