John Field is Professor of Lifelong Learning at the University of Stirling and co-director of the Centre of Research in Lifelong Learning, Glasgow Caledonian University. He is author of Social Capital (Routledge, 2003) and co-editor of Lifelong Learning: Education across the lifespan (Routledge, 2000).Jim Gallacher is Emeritus Professor of Lifelong Learning, Centre for Research in Lifelong Learning, Glasgow Caledonian University. He is author of Researching Widening Access to Lifelong Learning: Issues and approaches in international research (Routledge, 2004) and Learning Outside the Academy (Routledge, 2006). Robert Ingram is a Research Fellow at the Centre for Research in Lifelong Learning, Glasgow Caledonian University. He is a political scientist who has worked on a number of studies in lifelong learning policy, and he has published a number of research papers.

Select Guide Rating

• 1. Troubling transitions: learning and the changing life course PART I: THEMES, METHODS AND CONCEPTS 2. Lost and found in transition: the implications of ‘identity’, ‘agency’ and ‘structure’ for educational goals and practices 3. A View of Canadian Lifelong-Learning Policy Culture through a Critical Lens 4. Time, Individual Learning Careers, and Lifelong Learning 5. Who Is The ‘Responsible Learner’? Viewing learning careers through social narratives and recursive methodology 6. Older men’s lifelong learning: common threads/sheds 7. Biography, Transition and Learning in the Lifecourse: The role of narrative PART II: CHANGING PLACES OF LEARNING 8. Approaches to Lifelong Learning: American Community Colleges and age inclusiveness 9. Two conceptual models for facilitating learners’ transitions to new post-school learning contexts 10. Worlds of difference: ‘dual sector’ institutions and higher education transitions 11. Improving Transfer from Vocational to Higher Education: International lessons 12. Imagined transitions: social and organisational influences on the student life-cycle 13. Accumulating knowledge in researching technology enhanced learning: going with the flows PART III: TRANSITIONS THROUGH WORKING LIFE 14. Working out work: integrated development practices in organisations 15. "Drifting", "desperate" or just "diverse"? Researching young people in jobs without training 16. The limits of competency-based training and the implications for work 17. "Well, if the government won’t do it, we bloody well will!" Third Age Activism and Participatory Action Learning 18. Researching Transitions: trends and future prospects

John Field is Professor of Lifelong Learning at the University of Stirling and co-director of the Centre of Research in Lifelong Learning, Glasgow Caledonian University. He is author of Social Capital (Routledge, 2003) and co-editor of Lifelong Learning: Education across the lifespan (Routledge, 2000).Jim Gallacher is Emeritus Professor of Lifelong Learning, Centre for Research in Lifelong Learning, Glasgow Caledonian University. He is author of Researching Widening Access to Lifelong Learning: Issues and approaches in international research (Routledge, 2004) and Learning Outside the Academy (Routledge, 2006). Robert Ingram is a Research Fellow at the Centre for Research in Lifelong Learning, Glasgow Caledonian University. He is a political scientist who has worked on a number of studies in lifelong learning policy, and he has published a number of research papers.

Select Guide Rating

• 1. Troubling transitions: learning and the changing life course PART I: THEMES, METHODS AND CONCEPTS 2. Lost and found in transition: the implications of ‘identity’, ‘agency’ and ‘structure’ for educational goals and practices 3. A View of Canadian Lifelong-Learning Policy Culture through a Critical Lens 4. Time, Individual Learning Careers, and Lifelong Learning 5. Who Is The ‘Responsible Learner’? Viewing learning careers through social narratives and recursive methodology 6. Older men’s lifelong learning: common threads/sheds 7. Biography, Transition and Learning in the Lifecourse: The role of narrative PART II: CHANGING PLACES OF LEARNING 8. Approaches to Lifelong Learning: American Community Colleges and age inclusiveness 9. Two conceptual models for facilitating learners’ transitions to new post-school learning contexts 10. Worlds of difference: ‘dual sector’ institutions and higher education transitions 11. Improving Transfer from Vocational to Higher Education: International lessons 12. Imagined transitions: social and organisational influences on the student life-cycle 13. Accumulating knowledge in researching technology enhanced learning: going with the flows PART III: TRANSITIONS THROUGH WORKING LIFE 14. Working out work: integrated development practices in organisations 15. "Drifting", "desperate" or just "diverse"? Researching young people in jobs without training 16. The limits of competency-based training and the implications for work 17. "Well, if the government won’t do it, we bloody well will!" Third Age Activism and Participatory Action Learning 18. Researching Transitions: trends and future prospects

John Field is Professor of Lifelong Learning at the University of Stirling and co-director of the Centre of Research in Lifelong Learning, Glasgow Caledonian University. He is author of Social Capital (Routledge, 2003) and co-editor of Lifelong Learning: Education across the lifespan (Routledge, 2000).Jim Gallacher is Emeritus Professor of Lifelong Learning, Centre for Research in Lifelong Learning, Glasgow Caledonian University. He is author of Researching Widening Access to Lifelong Learning: Issues and approaches in international research (Routledge, 2004) and Learning Outside the Academy (Routledge, 2006). Robert Ingram is a Research Fellow at the Centre for Research in Lifelong Learning, Glasgow Caledonian University. He is a political scientist who has worked on a number of studies in lifelong learning policy, and he has published a number of research papers.

Select Guide Rating

• 1. Troubling transitions: learning and the changing life course PART I: THEMES, METHODS AND CONCEPTS 2. Lost and found in transition: the implications of ‘identity’, ‘agency’ and ‘structure’ for educational goals and practices 3. A View of Canadian Lifelong-Learning Policy Culture through a Critical Lens 4. Time, Individual Learning Careers, and Lifelong Learning 5. Who Is The ‘Responsible Learner’? Viewing learning careers through social narratives and recursive methodology 6. Older men’s lifelong learning: common threads/sheds 7. Biography, Transition and Learning in the Lifecourse: The role of narrative PART II: CHANGING PLACES OF LEARNING 8. Approaches to Lifelong Learning: American Community Colleges and age inclusiveness 9. Two conceptual models for facilitating learners’ transitions to new post-school learning contexts 10. Worlds of difference: ‘dual sector’ institutions and higher education transitions 11. Improving Transfer from Vocational to Higher Education: International lessons 12. Imagined transitions: social and organisational influences on the student life-cycle 13. Accumulating knowledge in researching technology enhanced learning: going with the flows PART III: TRANSITIONS THROUGH WORKING LIFE 14. Working out work: integrated development practices in organisations 15. "Drifting", "desperate" or just "diverse"? Researching young people in jobs without training 16. The limits of competency-based training and the implications for work 17. "Well, if the government won’t do it, we bloody well will!" Third Age Activism and Participatory Action Learning 18. Researching Transitions: trends and future prospects