John Field is an Emeritus Professor at the School of Education, University of Stirling, Scotland, working in research and graduate supervision, as well as teaching. He also serves as an Honorary Professor at the University of Warwick, and as chair of Scotland’s Learning Partnership.Bernhard Schmidt-Hertha is Full Professor for Educational Science with a focus on vocational continuing education and on-the-job training at the Eberhard Karls Universität Tübingen, Germany. He is Director of the Institute of Education, Member of the University Advisory Board for University Lifelong Learning and Convener of the European Network on Education and Learning of Older Adults (ELOA).Andrea Waxenegger is the Director of the Center for Continuing Education at the University of Graz, Austria, working in policy development and development of best practice in university lifelong learning, learning in later life and intergenerational learning. She is the former President of EUCEN – European University Continuing Education Network.

" 'Universities and Engagement' is an invaluable contribution to the wide and diverse field of lifelong learning. Moreover, this book will be a very useful source to all those professionally, politically or intellectually concerned with the role of HEIs in promoting lifelong learning, opening up HEIs to adults and older learners, encouraging learning in disadvantaged communities and countering extant regressive narratives around higher education learning which assume such learning as the preserve of certain age groups, certain communities and certain sections of the social class structure." - Dr Erik Cownie, The Adult Learner "This book is both timely and informative in terms of its educational value, particularly in light of the global trends in shifting demographics [...] 'Universities and engagement: International perspectives on higher education and lifelong learning' will be of particular interest to ULLL students, instructors, university administrators and marketing strategists." - Daniel H. Jarvis, International Review of Education

• IntroductionSection 1 – Policy – Practice – ResearchChapter 1: Cultivating a culture of practitioner research in university lifelong learning: some critical reflectionsJosephine W. FinnChapter 2: Research-practice partnership: improving links between research and professional practice in lifelong learning Franz Kolland, Marcus Ludescher and Andrea Waxenegger Section 2 – Engaging with business and industryChapter 3: Alumni of vocational education as a new target group for university continuing education – chance and challenge for universitiesStefan Brämer and Sören HirschChapter 4: ULLL in the business context – the project Virtual interaction with Web 2.0 in companiesMarion Bruhn-Suhr and Lena OswaldChapter 5: Lifelong learning and the Knowledge Triangle in the context of university reform. A case studyKirsti Miettinen and Hanna-Riikka MyllymäkiChapter 6: Perceived service value: implications for the viability of continuing education programmesSusan Geertshuis and Otto KricklChapter 7: Opening universities for lifelong learning and the challenge of diversity management: support of non-traditional students in Germany, Finland and DenmarkSabine Remdisch and Steffen BeitenSection 3 – Engaging with communitiesChapter 8: When university meets community in later life: subverting hegemonic discourse and practices in higher educationCarmel Borg and Marvin FormosaChapter 9: Types and Conditions of service learning: associations with civic responsibility, self-efficacy, and well-beingJenifer K. McGuire and Melanie BrownChapter 10: Community-based education and learningLyn TettChapter 11: Lifelong learning for socially disadvantaged peopleGerhild WrannSection 4 – Engaging with an ageing societyChapter 12: Learning in later life: what can universities do?Alex WithnallChapter 13: Intergenerational learning at the university: potentials and limitationsBernhard Schmidt-HerthaChapter 14: Something for older people? Research-based general education and university lifelong learning Marcus LudescherChapter 15: Unlocking potential for later-life learning: engaging adults in their own learning in a university setting. A case study from ScotlandRob Mark, Val Bissland and Lesley HartChapter 16: Managing age diversity in companies: transferring competences between generations at work – Project Génération+Jean-Marie Dujardin and David RandaxheChapter 17: Over-fifty returning adult learners: another neglected species?Renaud Maes and Michel SylinLooking forwardIndex

John Field is an Emeritus Professor at the School of Education, University of Stirling, Scotland, working in research and graduate supervision, as well as teaching. He also serves as an Honorary Professor at the University of Warwick, and as chair of Scotland’s Learning Partnership.Bernhard Schmidt-Hertha is Full Professor for Educational Science with a focus on vocational continuing education and on-the-job training at the Eberhard Karls Universität Tübingen, Germany. He is Director of the Institute of Education, Member of the University Advisory Board for University Lifelong Learning and Convener of the European Network on Education and Learning of Older Adults (ELOA).Andrea Waxenegger is the Director of the Center for Continuing Education at the University of Graz, Austria, working in policy development and development of best practice in university lifelong learning, learning in later life and intergenerational learning. She is the former President of EUCEN – European University Continuing Education Network.

" 'Universities and Engagement' is an invaluable contribution to the wide and diverse field of lifelong learning. Moreover, this book will be a very useful source to all those professionally, politically or intellectually concerned with the role of HEIs in promoting lifelong learning, opening up HEIs to adults and older learners, encouraging learning in disadvantaged communities and countering extant regressive narratives around higher education learning which assume such learning as the preserve of certain age groups, certain communities and certain sections of the social class structure." - Dr Erik Cownie, The Adult Learner "This book is both timely and informative in terms of its educational value, particularly in light of the global trends in shifting demographics [...] 'Universities and engagement: International perspectives on higher education and lifelong learning' will be of particular interest to ULLL students, instructors, university administrators and marketing strategists." - Daniel H. Jarvis, International Review of Education

• IntroductionSection 1 – Policy – Practice – ResearchChapter 1: Cultivating a culture of practitioner research in university lifelong learning: some critical reflectionsJosephine W. FinnChapter 2: Research-practice partnership: improving links between research and professional practice in lifelong learning Franz Kolland, Marcus Ludescher and Andrea Waxenegger Section 2 – Engaging with business and industryChapter 3: Alumni of vocational education as a new target group for university continuing education – chance and challenge for universitiesStefan Brämer and Sören HirschChapter 4: ULLL in the business context – the project Virtual interaction with Web 2.0 in companiesMarion Bruhn-Suhr and Lena OswaldChapter 5: Lifelong learning and the Knowledge Triangle in the context of university reform. A case studyKirsti Miettinen and Hanna-Riikka MyllymäkiChapter 6: Perceived service value: implications for the viability of continuing education programmesSusan Geertshuis and Otto KricklChapter 7: Opening universities for lifelong learning and the challenge of diversity management: support of non-traditional students in Germany, Finland and DenmarkSabine Remdisch and Steffen BeitenSection 3 – Engaging with communitiesChapter 8: When university meets community in later life: subverting hegemonic discourse and practices in higher educationCarmel Borg and Marvin FormosaChapter 9: Types and Conditions of service learning: associations with civic responsibility, self-efficacy, and well-beingJenifer K. McGuire and Melanie BrownChapter 10: Community-based education and learningLyn TettChapter 11: Lifelong learning for socially disadvantaged peopleGerhild WrannSection 4 – Engaging with an ageing societyChapter 12: Learning in later life: what can universities do?Alex WithnallChapter 13: Intergenerational learning at the university: potentials and limitationsBernhard Schmidt-HerthaChapter 14: Something for older people? Research-based general education and university lifelong learning Marcus LudescherChapter 15: Unlocking potential for later-life learning: engaging adults in their own learning in a university setting. A case study from ScotlandRob Mark, Val Bissland and Lesley HartChapter 16: Managing age diversity in companies: transferring competences between generations at work – Project Génération+Jean-Marie Dujardin and David RandaxheChapter 17: Over-fifty returning adult learners: another neglected species?Renaud Maes and Michel SylinLooking forwardIndex

John Field is an Emeritus Professor at the School of Education, University of Stirling, Scotland, working in research and graduate supervision, as well as teaching. He also serves as an Honorary Professor at the University of Warwick, and as chair of Scotland’s Learning Partnership.Bernhard Schmidt-Hertha is Full Professor for Educational Science with a focus on vocational continuing education and on-the-job training at the Eberhard Karls Universität Tübingen, Germany. He is Director of the Institute of Education, Member of the University Advisory Board for University Lifelong Learning and Convener of the European Network on Education and Learning of Older Adults (ELOA).Andrea Waxenegger is the Director of the Center for Continuing Education at the University of Graz, Austria, working in policy development and development of best practice in university lifelong learning, learning in later life and intergenerational learning. She is the former President of EUCEN – European University Continuing Education Network.

" 'Universities and Engagement' is an invaluable contribution to the wide and diverse field of lifelong learning. Moreover, this book will be a very useful source to all those professionally, politically or intellectually concerned with the role of HEIs in promoting lifelong learning, opening up HEIs to adults and older learners, encouraging learning in disadvantaged communities and countering extant regressive narratives around higher education learning which assume such learning as the preserve of certain age groups, certain communities and certain sections of the social class structure." - Dr Erik Cownie, The Adult Learner "This book is both timely and informative in terms of its educational value, particularly in light of the global trends in shifting demographics [...] 'Universities and engagement: International perspectives on higher education and lifelong learning' will be of particular interest to ULLL students, instructors, university administrators and marketing strategists." - Daniel H. Jarvis, International Review of Education

• IntroductionSection 1 – Policy – Practice – ResearchChapter 1: Cultivating a culture of practitioner research in university lifelong learning: some critical reflectionsJosephine W. FinnChapter 2: Research-practice partnership: improving links between research and professional practice in lifelong learning Franz Kolland, Marcus Ludescher and Andrea Waxenegger Section 2 – Engaging with business and industryChapter 3: Alumni of vocational education as a new target group for university continuing education – chance and challenge for universitiesStefan Brämer and Sören HirschChapter 4: ULLL in the business context – the project Virtual interaction with Web 2.0 in companiesMarion Bruhn-Suhr and Lena OswaldChapter 5: Lifelong learning and the Knowledge Triangle in the context of university reform. A case studyKirsti Miettinen and Hanna-Riikka MyllymäkiChapter 6: Perceived service value: implications for the viability of continuing education programmesSusan Geertshuis and Otto KricklChapter 7: Opening universities for lifelong learning and the challenge of diversity management: support of non-traditional students in Germany, Finland and DenmarkSabine Remdisch and Steffen BeitenSection 3 – Engaging with communitiesChapter 8: When university meets community in later life: subverting hegemonic discourse and practices in higher educationCarmel Borg and Marvin FormosaChapter 9: Types and Conditions of service learning: associations with civic responsibility, self-efficacy, and well-beingJenifer K. McGuire and Melanie BrownChapter 10: Community-based education and learningLyn TettChapter 11: Lifelong learning for socially disadvantaged peopleGerhild WrannSection 4 – Engaging with an ageing societyChapter 12: Learning in later life: what can universities do?Alex WithnallChapter 13: Intergenerational learning at the university: potentials and limitationsBernhard Schmidt-HerthaChapter 14: Something for older people? Research-based general education and university lifelong learning Marcus LudescherChapter 15: Unlocking potential for later-life learning: engaging adults in their own learning in a university setting. A case study from ScotlandRob Mark, Val Bissland and Lesley HartChapter 16: Managing age diversity in companies: transferring competences between generations at work – Project Génération+Jean-Marie Dujardin and David RandaxheChapter 17: Over-fifty returning adult learners: another neglected species?Renaud Maes and Michel SylinLooking forwardIndex