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1 – 10 of 904The Bologna Process (BP) remains a key international framework for guiding higher education development in the European Higher Education Area (EHEA) until 2030. This chapter…
Abstract
The Bologna Process (BP) remains a key international framework for guiding higher education development in the European Higher Education Area (EHEA) until 2030. This chapter traces integrative curriculum ideas in the BP post-2020 and explains why they are symbolic policies. Prior research into curricula in the BP does not explicitly refer to integrative curriculum ideas and does not explore them in the post-2020 context. 2020 marked the deadline for the achievement of a fully functioning EHEA and for setting up new priorities for 2030. This study is informed by the theoretical ideas of soft governance and symbolic policies in the Open Method of Coordination. This chapter addresses the aforementioned gap in the scholarship by relying on a thematic analysis of the first EHEA communique that set the agenda for the post-2020 period – Rome Ministerial Communique (2020) with its three annexes. The findings highlight the following main areas of the integrative curriculum agenda as symbolic policies after 2020: student-centeredness, research-based learning, and the interconnectedness between learning and wider society. This analysis is significant for our understanding of the strengths and weaknesses of the international policy rhetoric about the integrative curriculum which, in turn, defines the effectiveness of the implementation of these ideas in practice.
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Lia Blaj-Ward and Stuart Perrin
The closing chapter offers additional reflection on two substantial threads which run throughout the volume. Firstly, quality education (SDG4). Contributors to the volume have…
Abstract
The closing chapter offers additional reflection on two substantial threads which run throughout the volume. Firstly, quality education (SDG4). Contributors to the volume have articulated with varying degrees of explicitness what quality education means in their specific contexts. Complementary perspective is offered in the closing chapter, through the inclusion of personal interpretations from two students in their last but one year of high school in the United Kingdom. The students are reflecting back on a week of work experience in a university and looking forward to their university journey. Amrita Narang has kindly provided a response to these personal reflections, drawing on her experience of learning and working in various national higher education contexts. Aspects the two students highlight resonate with the ethos of entrepreneurial education. An example of entrepreneurial learning in a collaborative Sino-UK higher education venture is therefore included here, showcasing ways in which students can further grow their strengths, with bespoke entrepreneurial mentoring support.
The mentoring thread running throughout the volume is picked up in the final chapter with specific reference to contracting (a staple element of formal mentoring relationships, achieved in complex and subtle ways in informal ones), closure and co-learning. All chapter contributions focus on long-term, ongoing mentoring relationships, in which closure is temporary and is viewed as a stepping stone for subsequent learning opportunities. To facilitate continued learning in readers, the final section in the chapter invites them to pause and reflect, signposting three sources of insight and wisdom for sustainability-oriented lifelong learning and action.
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Lia Blaj-Ward and Petra Molthan-Hill
Chapter 5 opens with a fictional scenario of a Professor of Digital Marketing on the US East Coast, who is making a cup of coffee in the morning and reflecting on the climate…
Abstract
Chapter 5 opens with a fictional scenario of a Professor of Digital Marketing on the US East Coast, who is making a cup of coffee in the morning and reflecting on the climate impact of the coffee journey at the same time as considering how she could incorporate this knowledge into her lectures in an impactful way. The Professor is considering designing an authentic piece of assessment which leads to behaviour change and has positive impact on society. The mentoring conversation she engages in is with a former colleague who has extensive experience of education-focused initiatives in universities and is an active mentor in great demand in the scholarly community. The conversation builds on Molthan-Hill and Blaj-Ward (2022), a point-of-departure paper about assessing climate solutions in a personally and societally meaningful way.
The synthesis of scholarly literature which follows the scenario and conversation has two points of focus. One is assessment. Relevant literature is referenced to further contextualize themes such as alignment, authenticity, well-being, sustainability, inclusivity and meaningful use of digital tools in assessment to develop identities and spark action. The other is the overlap between mentoring and coaching; a combination of the two is likely to support richer professional development for academics and, consequently, for their students. Climate-focused approaches in coaching have more recently been developed and are being used to facilitate resourceful responses to climate change. Two volumes on climate coaching are reviewed, to offer insights into the process of linking professional knowledge and life experience.
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Yalalem Assefa, Melaku Mengistu Gebremeskel, Bekalu Tadesse Moges and Shouket Ahmad Tilwani
The current synthesis study was conducted to locate comprehensive perspectives about the transformation of higher education institutions from being the only places where formal…
Abstract
Purpose
The current synthesis study was conducted to locate comprehensive perspectives about the transformation of higher education institutions from being the only places where formal education programs are offered into settings where lifelong learning can be integrated. This demands an inquiry through not only instance investigation but also a more comprehensive evidence upsurge which has great importance in obtaining lessons and drawing conclusions from existing facts to show how higher education institutions can be places where lifelong learning is promoted for the good of both individuals and societal advancement.
Design/methodology/approach
Using a meta-synthesis methodology, a comprehensive overview of the current state of knowledge in the area of higher education institutions' role in promoting lifelong learning was synthesized.
Findings
The study identified wide-ranging lifelong learning conceptualizations, potential beneficiaries, learning contents and ways of delivery that can be applied in higher education institutions. Furthermore, the practical challenges, partnership and coordination concerns and policy and reform issues towards promoting lifelong learning were addressed.
Originality/value
This meta-synthesis provides crucial evidence for higher education policymakers and practitioners seeking to guide the transformation of their institutions into settings where lifelong learning is integrated with other forms of educational programs, thereby optimizing individual's professional development and societal progress.
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Jhong Yun Joy Kim, EunBee Kim and Doo Hun Lim
This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions…
Abstract
Purpose
This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions for future lifelong vocational education and identify implementation measures.
Design/methodology/approach
To conduct a meta-analysis on research results that have a heterogeneous distribution, it is important to specify the analysis category for examining the effects of research variables.
Findings
First, lifelong vocational education has an effect on dependent variables. And action appears to have the highest effect size on dependent variables. Next, when calculating the size of variables that had an effect on lifelong vocational education by educational type, the effect size of informal education was found to be larger than that of formal education. Finally, regarding the effect on the participants, office workers were influenced most, followed by university students, North Korean defectors, job seekers and foreigners.
Research limitations/implications
Although this study attempted to conduct an in-depth analysis of subcomponents, it was not possible to analyze variables at a more detailed level. Therefore, future studies should aim to conduct a more comprehensive analysis of different variables based on a wider composition. Because lifelong vocational education is relevant to people’s daily lives, it should be investigated in the context of their personal characteristics and social backgrounds.
Practical implications
This research was designed to uncover general effects of lifelong vocational education and discover relevant variables affecting lifelong vocational education in South Korea. A meta-analysis of 15 studies with 67 subgroups examining lifelong vocational education was conducted.
Social implications
In the current era of VUCA (Volatility, Uncertainty, Complexity and Ambiguity), lifelong vocational education needs to be organized systematically, unlike in the past. With the rapid advancements in technology influenced by artificial intelligence and the fourth industrial revolution, there is a surge in social demands for continued reeducation and redevelopment of employees to prepare for talent development paradigm innovation, increasing unemployment among unskilled workers and competence enhancement needs among job seekers and employed individuals.
Originality/value
This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to draw generalized conclusions on its effectiveness and discuss its implications for implementation measures. Specifically, this study will analyze the general effect size; differences in the effect size among different dependent variable groups; and the effect size based on lifelong vocational education participants.
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Mahdi Salehi, Ahmed Kareem Aljhlini and Hind Shafeeq Nimr Al-Maliki
This study aims to investigate the effect of psychological characteristics, including perfectionism, transcendental future and lifelong learning, on auditors’ cultural values and…
Abstract
Purpose
This study aims to investigate the effect of psychological characteristics, including perfectionism, transcendental future and lifelong learning, on auditors’ cultural values and social health. It answers whether psychological characteristics can improve auditors’ cultural and social health values in Iraqi auditing firms.
Design/methodology/approach
Using the Cochran sampling method, 198 auditors were selected as the sample size. The effect of independent variables on the dependent variable has been investigated using partial least squares tests.
Findings
The results show a positive and significant relationship between perfectionism and improving cultural values of auditors. Moreover, the evidence indicates that the transcendental future positively impacts and enhances cultural and social health values by preventing and motivating criminal and lawful activities.
Originality/value
No research has been done on the impact of psychological characteristics on auditors’ cultural values and social health in Iraq. Therefore, this research will have helpful information and help develop knowledge in this field.
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In this chapter, Andrea Óhidy discusses some pivotal issues of the book. Firstly, she shows the common challenges for current and future EU-member states to increase the…
Abstract
In this chapter, Andrea Óhidy discusses some pivotal issues of the book. Firstly, she shows the common challenges for current and future EU-member states to increase the participation and success of Roma people in education and lifelong learning. Then she discusses policy strategies and measures for Roma Inclusion in the Western Balkan states Albania, Bosnia and Herzegovina, Kosovo, Montenegro and Serbia. They try to improve the social situation of Roma people but also to promote minority languages and cultures. She found the main cause of the similarities concerning the strategies and concrete projects for possible solutions in the adaptation of the EU Roma inclusion policy in the Western Balkan states as part of their negotiations for EU membership. She considers the implementation of these policy measures and also the educational attainment and success of Roma in the Western Balkans unsatisfactory.
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Fiskia Rera Baharuddin, Amiruddin Amiruddin, Nurlaela Nurlaela and Wirawan Setialaksana
This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’…
Abstract
Purpose
This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.
Design/methodology/approach
The study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.
Findings
Structural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.
Originality/value
This study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.
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Andy Nguyen, Joni Lämsä, Adinda Dwiarie and Sanna Järvelä
Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support…
Abstract
Purpose
Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.
Design/methodology/approach
This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.
Findings
Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.
Originality/value
This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.
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Andrea Óhidy and Katalin R. Forray
This introduction from Andrea Óhidy and Katalin R. Forray provides a brief overview of the social and educational situation of Roma in the Western Balkan region and the structure…
Abstract
This introduction from Andrea Óhidy and Katalin R. Forray provides a brief overview of the social and educational situation of Roma in the Western Balkan region and the structure of this book. Like in the books Lifelong Learning and the Roma Minority in Central and Eastern Europe (2019) and Lifelong Learning and the Roma Minority in Western and Southern Europe (2020), Roma are here described as a ‘hidden minority’ (Cavioni, 2020, p. 68), because despite the great number and the century-long history of Roma people on the European continent, there is still only limited information and knowledge about them, both in public awareness and scientific research. Although most members of the Roma minority have been living for centuries in their European home countries, their situation is still different from the non-Roma populations: They often suffer from socio-economic disadvantages and hate-motivated harassment and discrimination (EU-FRA, 2020a). This is not only the case in the member-states of the European Union but also in the Western Balkan region. All across Europe, there are Roma groups, which are considered to be the most disadvantaged minority, regarding their health, employment and housing and also in education. To increase their situation, European Union member states have developed common strategies, which play a part in negotiations for an EU-membership status. The so-called Western Balkan states – Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia and Serbia – might join the European Union in the coming years. The social inclusion of the Roma minority and the protection of their minority rights in these countries were formulated as a precondition for their application for EU membership. Therefore, several goals, policies and measures were implemented there to break the ‘vicious circle of poverty and discrimination’ (EU-FRA, 2020b). Participation in education and lifelong learning have become central elements of these political measures for Roma Inclusion. This book examines the education situation of Roma across the so-called Western Balkan region.
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