Maria Slowey – författare

Responding to the emerging needs of lifelong learners arguably represents one of the most fundamental challenges facing higher education systems of the countries of the developing world. At the start of the new century the concept of Lifelong Learning may indeed be counted as one of the the key organising concepts underlying public policy in many countries. The interpretation of the concept, however, remains highly contested.This timely book throws new light on the dramatic changes taking place in higher education through an exploration of the participation of "non-traditional" students in ten countries. Among others, the following areas are explored:* the complex reality behind the statistics on participation in higher education in five European countries (Austria, Germany, Ireland, Sweden and the United Kingdom), North America, Japan, Australia and New Zealand* contrasting perceptions of lifelong learning* changing patterns of participation by adults in higher education* national and institutional policies and innovations to accommodate non-traditional students and new forms of study * conclusions for policy, practice and researchHigher Education for Lifelong Learners will be of interest to academics, researchers and students involved with higher education, lifelong learning, and comparative education as well as policy makers, educational managers and administrators. The contributions reveal a remarkable transformation in the student body and in the way learners pursue their studies, highlighting the international impact of increasing marketisation and differentiation on the nature of the higher education accessible to potential lifelong learners.

Responding to the emerging needs of lifelong learners arguably represents one of the most fundamental challenges facing higher education systems of the countries of the developing world. At the start of the new century the concept of Lifelong Learning may indeed be counted as one of the the key organising concepts underlying public policy in many countries. The interpretation of the concept, however, remains highly contested.This timely book throws new light on the dramatic changes taking place in higher education through an exploration of the participation of "non-traditional" students in ten countries. Among others, the following areas are explored:* the complex reality behind the statistics on participation in higher education in five European countries (Austria, Germany, Ireland, Sweden and the United Kingdom), North America, Japan, Australia and New Zealand* contrasting perceptions of lifelong learning* changing patterns of participation by adults in higher education* national and institutional policies and innovations to accommodate non-traditional students and new forms of study * conclusions for policy, practice and researchHigher Education for Lifelong Learners will be of interest to academics, researchers and students involved with higher education, lifelong learning, and comparative education as well as policy makers, educational managers and administrators. The contributions reveal a remarkable transformation in the student body and in the way learners pursue their studies, highlighting the international impact of increasing marketisation and differentiation on the nature of the higher education accessible to potential lifelong learners.

The global expansion of participation rates in higher education continue more or less unabated. However, while the concept of lifelong learning has figured prominently in national and international educational policy discourse for more than three decades, its implications for the field of higher education has remained relatively underdeveloped.This book focuses on a particular dimension of the lifelong learning: higher education for those who have not progressed directly from school to higher education. Some will embark on undergraduate programmes as mature students, part-time and/or distance students; others wish to return to higher education after having completed (or not completed) a previous academic programme, while increasing numbers participate in postgraduate and continuing studies for a complex mix of professional and personal reasons.Adopting a comparative and international longitudinal perspective which goes beyond a snapshot view by building on the cases of a core group of ten OECD countries, this timely book investigates the ways in which important new developments impacting on higher education crystallise around the lifelong learning agenda:new technology and open source resources;the changing role of the state and market in higher education;the blurring of public and private boundaries;issues of equity and access in a time of global economic turmoil;the increased emphasis on research and international league tables;the changing nature of the education; and, the complex interaction of international, national and regional expectations which governments and other stakeholders have of universities and other public and private institutions of higher education.While focusing on the situation in Canada, USA, Japan, Australia, New Zealand and a wide variety of European countries, the book also assesses the issues from the perspective of developing countries.Launched by the Irish Minister of Education, this timely book is a must read. Find out more here: http://www4.dcu.ie/ovpli/herc/book_launch

The global expansion of participation rates in higher education continue more or less unabated. However, while the concept of lifelong learning has figured prominently in national and international educational policy discourse for more than three decades, its implications for the field of higher education has remained relatively underdeveloped.This book focuses on a particular dimension of the lifelong learning: higher education for those who have not progressed directly from school to higher education. Some will embark on undergraduate programmes as mature students, part-time and/or distance students; others wish to return to higher education after having completed (or not completed) a previous academic programme, while increasing numbers participate in postgraduate and continuing studies for a complex mix of professional and personal reasons.Adopting a comparative and international longitudinal perspective which goes beyond a snapshot view by building on the cases of a core group of ten OECD countries, this timely book investigates the ways in which important new developments impacting on higher education crystallise around the lifelong learning agenda:new technology and open source resources;the changing role of the state and market in higher education;the blurring of public and private boundaries;issues of equity and access in a time of global economic turmoil;the increased emphasis on research and international league tables;the changing nature of the education; and, the complex interaction of international, national and regional expectations which governments and other stakeholders have of universities and other public and private institutions of higher education.While focussing on the situation in Canada, USA, Japan, Australia, New Zealand and a wide variety of European countries, the book also assesses the issues from the perspective of developing countries.

This volume describes the experiences of a number of middle managers in higher and further education, describing how new developments have demanded new forms of leadership at the middle level of educational institutions.

This timely book explores the challenges facing universities and individual scholars through an examination of the history and theory underlying the concept of academic freedom.Freedom of speech is widely viewed as a central attribute of contemporary liberal democracies in which — within limits — differing opinions have the right to be articulated in public without fear of reprisal. Academic freedom, long regarded as central to the idea of the university is, on the other hand, a right which must be earned through the acquisition of expert knowledge and the application of intellectual rigour in teaching and research. Both hard-won freedoms are argued by many to be under serious threat. The expert contributors to this book, from different global regions, examine both the importance of academic freedom and the severe threats universities face in this context in the twenty-first century. With its interdisciplinary perspective and cross-national emphasis, central issues in this text are illustrated through detailed examination of case studies and consideration of wider developments in the academy. Adopting a longue duree approach, rather than discussing the details of fast moving controversies, the analyses offer insights for an educated public about an issue of pressing, contemporary significance.This book will be of interest to researchers, policy makers, staff and students across higher education and to members of the general public, who are concerned about these important and contested matters.

This timely book explores the challenges facing universities and individual scholars through an examination of the history and theory underlying the concept of academic freedom.Freedom of speech is widely viewed as a central attribute of contemporary liberal democracies in which — within limits — differing opinions have the right to be articulated in public without fear of reprisal. Academic freedom, long regarded as central to the idea of the university is, on the other hand, a right which must be earned through the acquisition of expert knowledge and the application of intellectual rigour in teaching and research. Both hard-won freedoms are argued by many to be under serious threat. The expert contributors to this book, from different global regions, examine both the importance of academic freedom and the severe threats universities face in this context in the twenty-first century. With its interdisciplinary perspective and cross-national emphasis, central issues in this text are illustrated through detailed examination of case studies and consideration of wider developments in the academy. Adopting a longue duree approach, rather than discussing the details of fast moving controversies, the analyses offer insights for an educated public about an issue of pressing, contemporary significance.This book will be of interest to researchers, policy makers, staff and students across higher education and to members of the general public, who are concerned about these important and contested matters.

This volume describes the experiences of a number of middle managers in higher and further education, describing how new developments have demanded new forms of leadership at the middle level of educational institutions.

An important backdrop to the achievement of the Millennium Development Goals involves consideration of the impact of a ‘new demographics’ derived from the interaction of two global developments. First, high levels of internal and cross-border mass migration, stimulated by climate change, violence and disparities in wealth and social stability within and between different countries and the global South and North. Second, the phenomenon of increasing longevity and rapidly ageing populations, especially in the developed world. This book explores the central role that socially engaged higher education might potentially play in helping address these challenges, enhancing lifelong learning opportunities and facilitating more positive outcomes for both individuals and societies. The contributors to this book are scholars of higher education and lifelong learning based in twelve countries from Europe (Germany, Ireland, Slovenia, Sweden and the United Kingdom),the Americas (Brazil, Canada, Mexico and the USA), Japan, Australia and New Zealand. “This is an extremely timely and important collection focusing on growing migrationand an increase in ageing populations, two major social trends that researchers in highereducation often overlook. The multi-level analysis of the role that higher education canplay, together with the contributions from 12 countries in the North and South makethis one of the most outstanding collections on these themes.” Rajani Naidoo, Director, International Centre for HE Management, University of Bath. “Auguste Comte famously observed that demography is destiny. This superb volumeexamines the powerful impact of two global demographic trends, and the vital roleuniversities can play in responding to them. The book describes a range of innovativeand pragmatic responses, while deepening our understanding of why serving thesepopulations it so important for the health of our communities and our democracies.”Matthew Hartley, Professor and Associate Dean, GSE, University of Pennsylvania. “The powerful synergy of the longevity revolution and the technology revolutionnecessitates a corresponding education revolution. It is clear that the educationalassets acquired in youth and early adulthood no longer provide sufficient currencyfor longer, big change impacted lives. This timely book examines the benefits of creatingan inclusive, rights-based culture of learning at every stage of life.” Alexandre Kalache, Co-President, International Longevity Centre (ILC) Global Alliance and ILC Brazil. “How can we understand the current dynamics of migrations and demographic trendsto adapt HE access policies accordingly? By bringing together empirical research indifferent countries, this book offers an essential insight on this very sensitive issuefor both individuals and their societies. A must read for researchers and policy makers.”Gaële Goastellec, Professor of Sociology, University of Lausanne, Chair of the Consortium of Higher Education Researchers. “The contributions cover an admirably wide range of countries, shedding different lights on these common themes. The book sets a challenging and informed agenda which policy-makers and institutional leaders would do well to take seriously.”Tom Schuller, Formerly Head of the Centre for Educational Research and Innovation, OECD.