European Journal of University Lifelong Learning最新文献_第3页

Public-private partnerships to solve the skills gap? 公私合作解决技能差距?

European Journal of University Lifelong Learning Pub Date : 2021-09-03 DOI: 10.53807/0501alt6

P. Moerman

{"title":"Public-private partnerships to solve the skills gap?","authors":"P. Moerman","doi":"10.53807/0501alt6","DOIUrl":"https://doi.org/10.53807/0501alt6","url":null,"abstract":"This article focuses on the issue of the ‘skills gap’ and the possibility for governments to stimulate collaborative partnerships between educational institutions and businesses (‘public-private partnerships’) to reduce this gap. The Dutch government initialized several such initiatives to realize regional public-private partnerships in vocational and higher education (Ministry of Education, 2017; Ministry of Economic Affairs, 2018), but also within the private sector alone, to stimulate cooperation to bridge the skills gap. The government implemented an incentive to build partnerships with much freedom to set goals and activities and to focus on experimentation and learning, with the requirement of co-funding and shared goals among partners. Partnerships might be able to achieve results that colleges or companies could never hope to attain alone (‘the whole is greater than the sum of the parts’). Based on an analysis of 48 partnerships up until 2017, this appears to be true: partnerships can engage in a large variety of activities that each partner alone would not have accomplished; and can reflect and adapt based on their progress. However, the power relationship within the partnerships appears to have a strong tendency to lean towards the education institution, leading to goal displacement regarding their primary goal and the termination of activities that are perceived as difficult by the education institution, in the Netherlands most notably lifelong learning. This causes concern about the likelihood of involvement of (smaller) companies in the long term. The position of the less powerful partners (often small-and medium sized companies) needs to be strengthened for them to continue to participate, focusing on activities that benefit these partners, such as lifelong learning.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124188869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Train-the-trainer concept in higher education: learning through coaching 高等教育中的培训师理念:通过辅导学习

European Journal of University Lifelong Learning Pub Date : 2021-09-03 DOI: 10.53807/05016vme

Mahsa Fischer, Nicole Ondrusch, Kerstin Steimle

引用次数: 0

Public-private partnerships in education: Erasmus Centers of Vocational Excellence 教育中的公私伙伴关系:伊拉斯谟职业卓越中心

European Journal of University Lifelong Learning Pub Date : 2021-09-03 DOI: 10.53807/0501orhv

B. Grievink

引用次数: 0

Reinventing Traditions. Three questions to Mirko Noordegraaf 改造传统。问米尔科·诺德格拉夫三个问题

European Journal of University Lifelong Learning Pub Date : 2021-09-03 DOI: 10.53807/05013cgx

Eva Cendon, M. Noordegraaf

引用次数: 0

The marginalisation of short-cycle courses in English higher education: addressing the unintended outcomes of policy 英国高等教育中短周期课程的边缘化:解决政策的意外后果

European Journal of University Lifelong Learning Pub Date : 2021-09-03 DOI: 10.53807/0501nqrg

K. Orr

{"title":"The marginalisation of short-cycle courses in English higher education: addressing the unintended outcomes of policy","authors":"K. Orr","doi":"10.53807/0501nqrg","DOIUrl":"https://doi.org/10.53807/0501nqrg","url":null,"abstract":"Over the past thirty years Higher Education (HE) in England has transitioned from being a relatively small elite system to being a mass system, with some of the features of a universal system (Trow, 2007). Yet, the number of mature part-time undergraduate entrants to English Higher Education (commencing their courses aged 21 or over) has declined significantly in the past ten years (Hubble & Bolton, 2021). This article discusses one aspect of this decline, the marginalisation of short-cycle courses leading to technical qualifications below bachelor’s degree level. These courses have traditionally attracted part-time mature students and they lead to long-established qualifications that are well-recognised by employers. The government’s emphasis on full-time bachelor’s degree courses for students starting under the age of 21 has, however, had the unintended outcome of making these short-cycle courses much less attractive for universities and for students. This article explains that student funding is the most significant barrier to participation, but universities also need to make adjustments if more part-time mature students are to access these short-cycle courses.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127174998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Health professions education in times of societal challenges: Acting at the agora 社会挑战时代的卫生专业教育:在集市上行动

European Journal of University Lifelong Learning Pub Date : 2021-09-03 DOI: 10.53807/0501cdle

M. Schaaf, S. Geelen, Berent Prakken

引用次数: 1

Learning for impact in a changing world 在不断变化的世界中学习以获得影响力

European Journal of University Lifelong Learning Pub Date : 2021-09-03 DOI: 10.53807/0501qh9e

Eva Cendon, W. Bakker, Timo Halttunen

{"title":"Learning for impact in a changing world","authors":"Eva Cendon, W. Bakker, Timo Halttunen","doi":"10.53807/0501qh9e","DOIUrl":"https://doi.org/10.53807/0501qh9e","url":null,"abstract":"Societal change, whether gradual or disruptive in character, has an impact on the kind of research expertise and knowledge which professional organisations, communities and learners need. At the same time, with their research, expertise and knowledge, universities have their own impact in this changing world. Professionals working in different spheres of society have to continuously develop and adapt their expertise to continue making a societal impact. Universities have - and feel - more and more the responsibility to make their expertise and the results of their research available where it is needed and for those who are in need of it in a more inclusive way, and in so doing they are generating a broad societal impact. With these reflections in mind eucen organized together with Utrecht University on 2 nd June 2021 an online Experts Seminar entitled Learning for impact in a changing world . With this online Experts Seminar, we also celebrated the 30th anniversary of eucen. The topic of the Expert Seminar and the celebration of 30 years of eucen were a perfect stimulus to restructure and further develop our eucen eJournal of University Lifelong Learning and transform it into the current European Journal of University Lifelong Learning for researchers, managers and practitioners. We understand our journal, which has already been published regularly for five years, as an interdisciplinary and cross-sectoral journal that takes the different nature of practices of university lifelong learning (ULLL) as its central focus. This approach provides a forum in which to address policy questions, and for the development of theory and the dissemination of innovative practice in the field of ULLL. Following this understanding, we did some developmental work by broadening the scope of papers to be invited, thereby reflecting the diversity of roles and interests of our readership in university lifelong learning across Europe and beyond.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116517608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

University continuing education as an innovation lab for future education – potentials and limitations 大学继续教育作为未来教育的创新实验室——潜力与局限

European Journal of University Lifelong Learning Pub Date : 2021-09-03 DOI: 10.53807/0501asxt

Eva Cendon, Dorothée Schulte, Anita Mörth

{"title":"University continuing education as an innovation lab for future education – potentials and limitations","authors":"Eva Cendon, Dorothée Schulte, Anita Mörth","doi":"10.53807/0501asxt","DOIUrl":"https://doi.org/10.53807/0501asxt","url":null,"abstract":"The future relevance of higher education (HE) is closely related to its impact on society, with innovation being central to answering current and future societal issues. This article positions university continuing education (UCE) at the crossroads of HE and society, operating in an intermediate position between inside and outside of academia. It asks if and how UCE can be both a boundary spanner and drive societal innovation as well as be an innovation lab for the future of HE. Transposing relevant elements of innovation theory to an innovation matrix that includes different layers and degrees of innovation and by employing a case study approach, the study analyses four cases against this innovation matrix. In doing so, the article reveals the broad range of different innovations within the cases. In addition, contrasting the cases offers new theoretical perspectives on innovation in UCE as it reveals two possible directions of innovation – inside/outside the organisation and its dimensions and direct/indirect effects. This article contributes to an understanding of innovation in UCE that has thus far received only limited study.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126434968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiencing learning spaces in continuing education: the learner’s perspective 继续教育中的体验学习空间:学习者的视角

European Journal of University Lifelong Learning Pub Date : 1900-01-01 DOI: 10.53807/0501lcuf

C. Ipser, Gregor Radinger, Sonja Brachtl, Filiz Keser Aschenberger, Günther Schreder, Nicole Hynek, L. Zenk

{"title":"Experiencing learning spaces in continuing education: the learner’s perspective","authors":"C. Ipser, Gregor Radinger, Sonja Brachtl, Filiz Keser Aschenberger, Günther Schreder, Nicole Hynek, L. Zenk","doi":"10.53807/0501lcuf","DOIUrl":"https://doi.org/10.53807/0501lcuf","url":null,"abstract":"The number of students participating in academic continuing education programmes has steadily increased over recent years. However, currently, little is known about the experiences and learning conditions of adult students. This study examines students’ experiences of physical learning environments on an academic continuing education university campus. To gain a comprehensive insight, an interdisciplinary approach combining the fields of architecture, education, and psychology was chosen. In a case study, we used a mix of qualitative and quantitative data-collection methods including a questionnaire, a semantic differential scale, walking interviews and facilitated focus groups, as well as technical measurements and photo protocols. Our results demonstrate that spatial characteristics such as acoustics, air quality, visual comfort, furniture and equipment, plants and greenspaces were essential factors in creating a conducive learning environment. Furthermore, students specified a strong need for appropriate spaces for collaborative work and individual and informal exchanges on campus. Noise disturbance and the lack of favourable design features were the most frequently mentioned characteristics perceived negatively. Our findings indicate that the design of informal learning spaces on campus that align with appropriate learning activities based on students’ experiences and expectations is crucial for continuing education students.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129448141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Drivers for flexibility. Three questions to Maureen Andrade and Karen Ferreira-Meyers 灵活性的驱动因素。向莫林·安德拉德和凯伦·费雷拉·迈耶斯提出三个问题

European Journal of University Lifelong Learning Pub Date : 1900-01-01 DOI: 10.53807/0601ijpt

Timo Halttunen, M. Andrade, K. Ferreira‐Meyers

引用次数: 0